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Graduate Studies

Graduate Course Descriptions: Fall 2010

Portuguese
Spanish
Literatures in Spanish
Hispanic Linguistics

Portuguese

HISP-P 512   Brazil: The Cultural Context (3 credits)

Course Description:
Taught in English, this course will survey issues specific to the history, politics, and culture of Brazil from 1500 to present day. The course is interdisciplinary and cross-cultural and will provide students with a comprehensive view of the largest country in South America. Among the topics to be addressed in the course are: the colonial encounter and issues such as race, nature, and cannibalism; Brazilian identity and the nation; modernity and artistic and literary modernism; Getúlio Vargas’s “Estado Novo” (New State dictatorship); Brasília as modernist frontier; Cinema Novo (New Cinema); the military dictatorship and post-dictatorial Brazil; dystopian cinema; and migration. Occasional films are a required part of the course.

HISP-P 512   To be announced    1:00P-2:15P    TR    BH 315     Prof. Darlene Sadlier
                         Film showing            6:30P-9:00P    T      LH 102
Note:  This class meets jointly with HISP-P 412 and LTAM-L 426 and LTAM-L 526.


HISP-P 576 Prose in Portuguese (3 credits)
Instructor: Darlene Sadlier

Prose in Portuguese will give special attention to the novella and short story from Portugal, Lusophone Africa and Brazil. Authors to be discussed include Eça de Queiroz, Machado de Assis, Júlia Lopes de Almeida, Miguel Torga, Clarice Lispector, Mia Couto and José Eduardo Agualusa. Discussions of works will take into consideration past and recent critical and theoretical commentary on short prose fiction. Requirements include a short research paper and midterm and final exams.

HISP-P 576     #27901      4:00P-5:15P   TR    BH 105    Prof. Darlene Sadlier
Note:  This class meets jointly with HISP-P 476 and HISP-P 498.

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Spanish

HISP-S 512  Theory and Criticism  (3 credits)

This course will explore some of the fundamental concepts of the theory of literature.  The approach will be both theoretical and practical:  along with a focus on some of the principal texts and concepts of literary theory since Antiquity, we will also examine what critics in the Hispanic context and beyond are doing with those texts and concepts in contemporary literary and literary-cultural analysis.  We will also read numerous short works of literature as a way of exploring the often unstable and ungoverned relation between literary and theoretical praxis.  We will not limit ourselves to a narrow definition of “literature” in our discussions, but will seek to explore how concepts associated with the literary develop and play out in a number of different theoretical contexts, including literary theory “proper,” rhetorical theory, psychoanalysis, Marxism, history, political theory and feminism. 

Primary texts will come from Plato, Aristotle, Schlegel, Coleridge, Nietzsche, Marx, Freud, Benjamin, Heidegger, Lévi-Strauss, Althusser, Kristeva, Irigaray, Derrida, de Man and Rancière.  Other readings will include short dramatic, poetic and narrative works, as well as contemporary theoretical essays on Hispanic literature and culture.

HISP-S 512      #28222        5:45P-7:00P     TR      Room=TBA    Prof. Carl Good


HISP-S 517  Methods of Teaching College Spanish  (3 credits)

By permission only.  E-mail kallgood@indiana.edu or call (812) 855-8612.

This course will provide students with a foundation in the theory and techniques for teaching university-level Spanish as a foreign language. The theoretical background of communicative language teaching will be emphasized, with particular attention to the interaction approach and task-based language teaching. Students will review second language acquisition research and learn how to implement current findings into effective teaching practices. Internal and external factors that affect the foreign language acquisition process in a classroom setting will be discussed, as well as how instructors can maximize in-class learning with their role as teachers. Throughout the semester, students will present articles, participate in online and in-class discussions, complete class observations and carry out teaching evaluations. Students will also collaboratively design classroom tasks, assessments, and lesson plans, and create an online teaching portfolio.

HISP-S 517    #16404   10:10A-11:00A   MWF     BH 247    Prof. Laura Gurzynski-Weiss

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Literatures in Spanish

HISP-S 538: Spanish Literature of the 18th and 19th Centuries
            Imagining Spain(s): Tradition and Modernity

Fall 2010    #28227     2:30P-3:45P    TR    BH 335    Professor Maryellen Bieder

DESCRIPTION
The period from the end of the 18th century to the turn of the 20th century embraces the literary movements labeled in histories of Spanish literature as Enlightenment, Romanticism, Realism and Naturalism. The course will situate these literary movements in their historical context and consider to what extent individual works exemplify and/or defy this categorization. Through a selection of canonical texts (prose, poetry and drama), the course will explore how different authors imagined the Spanish people and the newly emerging Spanish nation. The course will also test the hypothesis that the modern novel as a genre defines itself by referring to other forms of cultural production and marking its distance from them.

We will read complete core texts: plays and novels. We will also read two course packs: one incorporates selections of prose and poetry; a second draws together important new critical readings of authors, genres and movements. We will discuss Chapter 1 of La Regenta; there is insufficient time to read the entire novel. (Zola’s Nana, in French or English translation, is recommended reading, as is George Borrow’s The Bible in Spain.)

Each student will make two oral presentations: one on a poem or essay, the second on a critical essay. There will be two to four short (2-page) response papers on assigned readings (literature). The final course paper is a minimum of 12 pages, including notes and works cited. If possible, depending on the size of the class, at the end of the semester all students will give a short presentation on their paper’s thesis and conclusion.

TEXTBOOKS
El sí de las niñas, La comedia nueva (1806, 1799). Clásicos Castalia
Don Álvaro (1834). Clásicos Castalia.
El estudiante de Salamanca (1840). Cátedra
Don Juan Tenorio (1844). Clásicos Castalia
Los pazos de Ulloa (1886). Cátedra
La desheredada (1881). Alianza

ON COURSE: PRIMARY TEXTS
            Feijoo: “Defensa de la mujer”
            Larra: artículos de costumbre
            Espronceda: “A Jarifa en una orgía,” “Canción del pirata,”
            Gómez de Avellaneda: poemas
            Coronado: poemas
            Bécquer: Rimas, “El miserere,” “Los ojos verde,”“El rayo de la luna”         
                                                Castro: poemas
            Böhl de Faber, La corruptora y la buena maestra     
            La Regenta: Capítulo 1 [(1885). Clásicos Castalia. 2 vols.]

ON COURSE: CRITICAL READINGS


HISP-S 558 Colonial Spanish American Literature (3 credits)

Fall 2010     #28228     4:00P-6:30P   MW    LL (Lilly Library)   Prof. Kathleen Myers

Second Eight Week Course – Runs 10/25/10 - 12/17/10

Through a study of canonical texts from Colonial Spanish America this course will focus on the development of colonial discourse and on theories about it.  First we will examine the chronicles of exploration, conquest and colonization (ca. 1492 – 1600), focusing in particular on the foundation of European concepts about the “New World” and later responses to these concepts by indigenous and mestizo authors.  Next we will study the formation of a “barroco de Indias” during the mid-colonial period (ca. 1600-1750) and its flowering in a variety of poetic and dramatic texts.  As an extension of this work on primary texts from the period, students will do archival research on first editions and manuscript materials at the Lilly Library.  We will read narratives by Columbus, Cortés, Las Casas, El Inca Garcilaso, Guaman Poma, Catalina de Erauso and poetry by Ercilla, Balbuena, and Sor Juana.  Theoretical readings will include works by early modern authors, such as Juan Luis Vives and Luis de Cabrera, and more recent scholars, such as Homi Bhabha and Edward Said.   
Presentations, response papers, and a final paper will be required.


HISP-S 628  Topics in Early Modern Spanish Literature (3 credits)

Topic:  Early Modern Spanish Drama

Fall 2010        #28232      11:15A-12:30P     TR    BH 137    Professor Catherine Larson

This course offers an in-depth examination of the ways in which power (religious, political, gender) was negotiated in early modern Spanish drama. We will begin the course with an exploration of the physical stage and issues related to the performance of classical theatrical texts, and we will analyze the impact of Lope de Vega’s Arte nuevo de hacer comedias on the theater of the day. The canonical critical studies on the Comedia will be supplemented with an examination of metatheater, an investigation of the works of several key women writers of the Golden Age, and contemporary theories of the theater, with specific emphasis on performance and performance theory, including the study of 20th- and 21st–century adaptations of early modern Spanish drama for the contemporary stage.

Texts will include:
Encina, Las aceitunas or La tierra de Jauja
Cervantes, El retablo de las maravillas or El estudiante de Salamanca
Lope de Vega, Arte nuevo de hacer comedias, Peribáñez y el comendador de Ocaña, La dama boba
Ruiz de Alarcón, La verdad sospechosa
Tirso de Molina, El burlador de Sevilla
María de Zayas, La traición en la amistad
Ana Caro, Valor, agravio y mujer
Calderón de la Barca, La dama duende, La vida es sueño, El médico de su honra, El gran teatro del mundo

Expectations for students include the production of one short and one longer paper, an oral presentation, and active class participation (including amateur “performances”).


HISP-S 678 Topics in Contemporary Spanish American Literature (3 credits)

Topic: “The detective genre and the novela negra in Latin America: literature, skepticism, criminality and the State”  

Fall 2010     #28235       9:30A-10:45A    TR     BH 209       Professor Patrick Dove

This course examines the influence of the detective story in 20th century Latin American literary history. We will take as our point of departure Jorge Luis Borges’ suggestion that, since Edgar Allen Poe, modern literature has been shaped by the detective genre in the sense that its conventions give birth to a new kind of reader, one who is the bearer of a radical skepticism. Of course, ever since Plato literature has been associated with the distinction between truth and appearances, and it has frequently been accused of blurring of the boundaries between these categories. But, for Borges, there is something in the figure of 19th century detective—who perhaps embodies better than anyone our modern faith in reason and the powers of investigation—that paradoxically shapes our literary desire and sharpens our doubts concerning appearances? How should we understand Borges’s claim in conjunction with his reflections on literary aesthetics and his feelings about modernity and politics?

Among the key considerations that will guide our readings and discussions are the following questions: What new aesthetic and poetic possibilities and parameters are introduced via the literary codes and formulas of the detective story? In what ways does the detective story capture or define something essential about modern life and its ways of thinking, feeling, acting, and so on? Is the skepticism embodied by the detective the avatar of a widespread shift in how modern writers approach questions about truth and appearances, order and criminality, law and lawlessness, innocence and guilt? If the detective genre originated in the context of more or less developed countries (19th century US, France and England) what happens when its characteristic codes, tropes and schemata are “translated” into the more or less “underdeveloped” region that is Latin America? To what extent does a consideration of the importance of detective fiction for Borges’ own literary production open up new ways of reading contemporary Latin American writers for whom Borges is recognized as an influence?

Primary readings include literary works by Argentine writers such as Borges, Bioy Casares, Silvia Ocampo, Juan de Soiza Reilly, Roberto Arlt, Rodolfo Walsh, Juan José Saer and Ricardo Piglia, as well as María Elvira Bermúdez (Mexico), Pablo Ignacio Taibo (Mexico), Leonardo Padura (Cuba), Luis Sepúlveda (Chile), Roberto Bolaño (extraterritorial) and possibly others.

Secondary readings include short theoretical texts by Montaigne, Kant, Freud, Benjamin, as well as a close look at the debate between Lacan and Derrida concerning Poe’s “Purloined Letter”—and at Barbara Johnson’s brilliant reading of that debate. Some background readings on key features in the historical evolution of the detective story—from Poe, Chesterton and Doyle to Hammett, Chandler and others—will also be provided, including Ernest Mandel’s Delightful Murder, a social-historical analysis of the detective genre in Europe and North America.

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Hispanic Linguistics

HISP-S 509 Spanish Phonology  (3 credits)

This course examines the sound system of Spanish and introduces theoretical models that account for the system.  The course delivery includes both lecture and student presentations of specific topics.  Evaluation will be based on homework assignments, an exam, presentations, and a final paper.

HISP-S 509    #28220      11:15A-12:05P   MWF    WH 118     Prof. Erik Willis


HISP-S612 Topics in Linguistics Variation and Language in Context  (3 credits)
Topic: Pragmatic Variation across Spanishes
Fall 2010      #21720      1:00P-2:15P    TR     JH A 105      Professor César Félix-Brasdefer

This course will examine existing research on pragmatic variation, the intersection of sociolinguistics and pragmatics, from different theoretical and methodological perspectives. After a critical review of the models of discourse analysis that have been proposed to examine both written and spoken data, this course will analyze empirical research that has investigated pragmatic variation at the formal, actional, interactional, topic, and organizational levels (Schneider & Barron 2008). The emphasis of the course will be on the analysis of pragmatic and conversational data with a focus on regional variation across varieties of Spanish in Spain and Latin America. We will also consider variation in other languages to examine how different varieties express the same information to achieve the same purposes during social interaction (Wolfram & Schilling-Estes, 2006). This course will be of interest to graduate students of sociolinguistics, pragmatics, discourse analysis, and anthropological linguistics. Students will design a research project that addresses one aspect of pragmatic variation using spoken data.


HISP-S 614  Topics in Acquisition of Spanish (3 credits)   

Topic:  Context in Learning SLA

Fall 2010     #28230      4:00P-5:15P   TR    BH 208    Prof. Manuel Díaz-Campos

Studies in the area of second language acquisition have pointed out the importance of context of learning in the process of developing linguistic skills in a second language. This class will examine the many ways that context of learning (e.g. study abroad versus formal classroom) has an important impact in the acquisition of Spanish. Study abroad, in particular, is a context where contact with the native culture and language is believed to be beneficial. A review of the recent literature on context of learning will be presented, including studies analyzing the different components of linguistic competence in second language speakers. Students will be preparing independent research projects to address current issues in the area. Class time will be divided in lectures, group discussion, and hands-on activities.

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