Skip to main content
Indiana University Bloomington
  • People  |
  •  
  •  

collage of photos

Graduate Studies

Graduate Course Descriptions: Spring 2014

Catalan
Portuguese
Hispanic Linguistics
Hispanic Literatures


CATALAN

C618 Reading Catalan Grad Students
Architecture and Urban Space in Modern Catalan Literature
#26594      9:30a – 10:45a   TR    BH 333
This class meets with HISP-C 492 and HISP-C 494

Prof. Edgar Illas
Email: eillas@indiana.edu
Office: Ballantine Hall 875; Phone: 855-8907

This course will study the cultural and social meaning of architecture in Catalonia from the nineteenth century until the present day, focusing especially on the urban development of modern Barcelona. Catalonia’s politics of space constitute a fascinating mixture of splendid architecture (Gaudí is only one example among many others) and nation-building policies that sometimes have expressed and sometimes have repressed the class struggles that traverse Catalonia’s modern history. The course will examine the historical evolution of Catalonia’s politics of space through a variety of Catalan literary texts and other cultural artifacts. Also, the course will include a series of more general texts on urban theory that will allow us to understand the context of Catalonia and Barcelona vis-à-vis Spain, Europe, and globalization.

PORTUGUESE

top

P576: Prose in Portuguese
Topic: Essay
TR 2:30p-3:45p/section #29856/3cr./BH232
This class meets with HISP-P 476

Professor Estela Vieira
email: evieira

The essay has an extensive and significant tradition in Luso-Brazilian literature. This course will survey essayistic writing by representative authors from Portugal, Brazil, and Lusophone Africa from the seventeenth century to the present. We will read selections from Padre António Vieira, influential Enlightenment thinkers, Generation of 1870 writers, as well as manifestos and compositions central to Portuguese and Brazilian modernism. We will also pay particular attention to twentieth-century and contemporary writing by anthropologists, literary historians, and philosophers, such as Gilberto Freyre, Silviano Santiago, Antonio Cândido, Eduardo Lourenço, Gilberto Gil, among others. Our task will be to study the aesthetic debates and the sociopolitical contexts informing these texts, reflect on how these intellectual traditions have shaped Lusophone literary history and culture, as well as to study the form and method of the genre.  Course meets jointly with Hisp P475


P695 Luso-Brazilian Colloquium
Topic: The Lusophone Diaspora in Literature and the Arts
MW 4:00p – 5:15p/section# 29881/3 cr./BH140

Professor Darlene Sadlier
email: Sadlier

Exploration and migration are characteristics of the Portuguese nation, whose maritime citizenry sailed to new lands, conquered peoples and gradually colonized Brazil and parts of Africa, India, China and Japan. Their largely seafaring enterprise in the 16th century resulted in the world’s first global empire.

This course focuses on works by 20th- century authors, filmmakers and artists whose works portray historical and contemporary movements of Portuguese-speaking people within the widespread Lusophone world. A good example is Ferreira de Castro’s 1930s novels A selva and Os emigrantes about economic crisis in Portugal and mass migrations to the Amazon and other parts of Brazil at the turn of the 19th century. We will also read texts about the Salazar dictatorship’s attempt to maintain the African colonies by sending thousands of Portuguese to fight an unwinnable war in Angola, Mozambique and the other African colonies. The course will consider how displaced people cope in “foreign lands”—which Pedro Costa examines in his oeuvre about Cape Verdean migrants in Lisbon and Walter Salles explores in the film Terra estrangeira. Our course will also ask questions about the significance of the word “homeland” today as a result of constantly moving populations in the Portuguese-speaking world.
Course meets jointly with Hisp P495

top



HISPANIC LINGUISTICS

S511 Advanced Spanish Syntax
TR 2:30p – 3:45p/section #30109/3 cr./WY 111

Professor J. Clancy Clements
Email: clements

This course covers several major issues in Spanish syntax within from the perspective of a usage-based model. As a basis, we will study some introductory material that assumes a psychological and social basis for language and accounts for language structure and language use in discourse. After defining the general domain of syntactic phenomena, we examine some key syntactic questions in Spanish. Class time will consist of lecturing and extensive discussion of readings and supplementary materials. Attention will be given to problem solving, understanding different sides of an issue, and becoming aware of the basic theoretical assumptions behind each issue.

The concrete aim of this course is to provide the student of Spanish linguistics with:  (1) a good basic understanding of some key issues in Spanish syntax from a general usage-based perspective, and (2) the essential analytical skills to sort out general advantages and limitations of such a modal.


S515    Acquisition of Spanish as a Second Language
TR 1:00p – 2:15p/section #33337/3 cr./BH232

Professor Kimberly L. Geeslin
email: kgeeslin

This course provides an introduction to the wealth of empirical research focusing on the acquisition of Spanish as a second language. Being introductory, the course begins with a brief analysis of early research and traces the development of second language acquisition theory through the morpheme acquisition studies, studies on Interlanguage development, research on language processing, and internal and external influences on acquisition. In addition to answering the question, How has the field of Spanish second language acquisition developed and evolved over the years, this course focuses on the paths of acquisition of non-native linguistic systems. In order to address both progress in second language acquisition theory, and the current knowledge of the development of non-native Spanish, this course is organized according to grammatical topics that have been identified as particular challenges for English-speakers. Each individual construct is analyzed in terms of its historical context and contemporary findings.

Evaluation

Daily preparation and active participation in class discussions will be an essential component of this course. Students will complete graded homework assignments and two exams, organized around the primary themes of the course, requiring synthesis of course discussions and class readings and application of theoretical constructs to the study of second language acquisition data. There will be a final project and a presentation of that research to the class at the end of the semester.


S712 TEMAS DE ACTUALIDAD EN LA SOCIOLINGÜÍSTICA HISPÁNICA
Lunes 4:00p – 6:30p/section #30147/3 cr./GY407

Professor Manual Diaz-Campos
Email:  mdiazcam

Este curso es un seminario de investigación que se enfoca en el estudio de la variación del español con el propósito de analizar fenómenos que ocurren en el habla cotidiana. La aproximación teórica que adoptaremos se basa en el trabajo de Poplack y Dion (2009) en el cual se compara lo propuesto en las gramáticas prescriptivas con el análisis cuantitativo de datos escritos y orales. Durante el semestre seleccionaremos algunos fenómenos de naturaleza morfosintáctica con la idea de determinar la consistencia en el tratamiento que reciben tales fenómenos en las gramáticas del español y con el propósito de establecer los factores lingüísticos y extralingüísticos que resultan significativos en los análisis estadísticos de los datos. La observación de las gramáticas del español en diferentes períodos históricos será uno de los objetivos principales con la meta de determinar 1) la importancia del fenómeno según el número de gramáticas donde se reconoce la existencia del mismo; 2) la persistencia de acuerdo con la cual se observa las mismas interpretaciones y la asociación de las variantes con los mismos contextos lingüísticos; 3) la consistencia en el tratamiento que reciben los fenómenos en las diferentes gramáticas a través del tiempo; 4) la corroboración de la existencia de las variantes, sus significados y contextos de uso (se podría documentar la fecha en la cual se identifica el fenómeno); y 5) finalmente nos permite investigar acerca de la evaluación social que se le atribuye a las variables.
Los estudios de sociolingüística cuantitativa han demostrado en los últimos 50 años que las lenguas son inherentemente variables (Labov, 1966, 1972; Cedergren, 1973 entre muchos otros). No obstante, las gramáticas y la lingüística en una visión tradicional proponen la correspondencia entre forma y función según la cual a cada forma se le debe atribuir una sola función. De esta forma las diferentes alternativas para expresar una misma función se consideran como desviaciones de la norma. Por ejemplo, el uso de le como objeto directo en vez de lo (le vi a Juan en lugar de lo vi a Juan) sería una desviación de la norma histórica en términos prescriptivos. El estudio empírico los contextos lingüísticos asociados con las diferentes variantes de una variable nos permitirán corroborar la certeza de lo propuesto en las gramáticas así como la consistencia de las reglas prescriptivas en las que se basa la existencia de un español estándar. La revisión de datos de tipo histórico y datos contemporáneos del español serán fundamentales para identificar los factores lingüísticos y quizás sociolingüísticos que condicionan los fenómenos de variación que estudiaremos.
Durante el semestre entablaremos una discusión con el propósito de elaborar una investigación completa sobre el tratamiento que han recibido algunas variables morfosintácticas en las gramáticas del español y, a la vez, diseñar estudios variacionistas en los que se compruebe de manera empírica la certeza de los análisis propuestos anteriormente. En el seminario haremos una revisión de la literatura previa. También, discutiremos y tomaremos juntos decisiones metodológicas en cuanto a las variables a ser estudiadas (esta selección se hará sobre la base de una lista de fenómenos). Como grupo tomaremos decisiones en relación con la elaboración de una lista de gramáticas del español en diferentes períodos históricos. De igual forma, identificaremos córpora histórico y reciente de diferentes regiones para llevar a cabo el análisis cuantitativo. La Real Academia Española provee córpora histórico y “reciente” que se puede emplear en el análisis. También discutiremos aspectos prácticos relacionados con el diseño de las investigaciones sobre temas tales como la codificación de las gramáticas, la codificación de los córpora, el almacenamiento de datos, el análisis estadístico y la presentación de los mismos.

La clase incluirá presentaciones orales por parte del profesor, la discusión de las lecturas obligatorias, presentaciones por parte de los estudiantes, discusión en grupos y resolución de tareas en grupo o individualmente. La nota final estará basada en la presentación de una lectura, la elaboración de una bibliografía anotada, la escritura de un resumen profesional, presentación sobre la codificación de variables independientes, presentación sobre la codificación de las gramáticas, presentación sobre el trabajo final, la entrega de un borrador del trabajo final y el trabajo final mismo.


S716 Seminar in Second Language Acquisition
Topic:
Task-Based Language Teaching & Learning
R 4:00p-6:30p/section #30276/3 cr./GY407

Professor Laura Gurzynski-Weiss
email: lgurzyns

This seminar explores core principles and research motivating the educational framework of task-based language teaching and learning (TBLT). The course begins with historical and theoretical overviews of TBLT, examining traditions within and beyond the field of applied linguistics. Key components of TBLT programs will be subsequently examined in detail, including needs analysis; curriculum, syllabus, and task design; as well as sequencing tasks according to cognitive demands placed on learners. Cognitive-interactionist frameworks for researching tasks in relation to language learning—focusing primarily on fluency, accuracy, complexity, and attention—will be explored, as will criteria for evaluating the efficacy of task-based materials for classroom contexts, and challenges with translating TBLT research findings into pedagogical contexts.

Students will engage in instructor- and student-led critical discussions of TBLT theory and research, and will complete task-based applications, including a robust needs analysis for the basic Spanish language program at their home university. For the final project, students may either: (1) create theoretically and research-motivated materials that address the needs and logistical requirements identified in the IU needs analysis; or (2) design and execute an original TBLT research project in an experimental or classroom context. These final projects will be presented in a colloquium, open to IU and the area community. Students will be encouraged to submit the course-required abstract to the next biennial conference on TBLT, to be held in Leuven, Belgium, in 2015.

Students enrolled in this course should have a background in the field of second language acquisition and linguistic theory (S515 or equivalent) and a basic understanding of research methods commonly used in the field.

top


HISPANIC LITERATURES

S504 Bibliography and Methods of Research
MW 1:00p – 2:15p/section# 30101/3 cr./BH229

Professor Kathleen Myers
email: myersk

This course introduces both M.A. and Ph.D. students to the essential components of establishing a research program in literary studies.   The first part of the course will focus on research methods for identifying a field of specialization and then move through the stages of compiling key bibliography, setting out research questions, and beginning the writing process.  This part of the course will include work with Area Studies librarians, archivists, and writing tutors.  The second part of the course will take students through a series of exercises to help them develop professional skills beyond preparing a research paper:  drafting book reviews, grant proposals, conference abstracts, and C.V.s.   The course is run as a workshop.  Students will be responsible for preparing weekly exercises that will serve as the basis for commenting on each other’s work in a constructive peer review setting.   In addition, there will be a final 12 -15 page paper due at the end of the semester.  The paper will build on the research area, questions, and  bibliography set out by each student in the first part of the course.


S528 Spanish Literature of the 16th and 17th Centuries
MW 9:30a – 10:45a/section #30117/3 cr./BH 335

Professor Catherine Larson
Email: larson

This course offers a survey of the prose, poetry, and theater of early modern Spain, examining the major texts of the Golden Age (with, of course, the notable exception of Don Quixote).  We will explore definitions of the Renaissance and the Baroque, often focusing on topics such as empire, gender, and genre. Texts for the course (all are found on the current MA reading list) will most likely include:
Theater:

  1. Miguel de Cervantes, “El retablo de las maravillas”
  2. Lope de Vega, El caballero de Olmedo
  3. Tirso de Molina, El burlador de Sevilla
  4. Pedro Calderón de la Barca, El médico de su honra
  5. Pedro Calderón de la Barca, La vida es sueño
  6. María de Zayas, La traición en la amistad
  7. Calderón, “El gran teatro del mundo”

Prose Fiction:

  1. Anónimo, Lazarillo de Tormes
  2. Francisco de Quevedo, La vida del Buscón
  3. Miguel de Cervantes, “La fuerza de la sangre”
  4. María de Zayas, “La inocencia castigada”

Poetry:

  1. Garcilaso de la Vega, short poems and Égloga I
  2. Mystic poets (Fray Luis de León, San Juan de la Cruz, Santa Teresa de Jesús), short poems
  3. Lope de Vega, short poems
  4. Luis de Góngora, short poems and Fábula de Polifemo y Galatea
  5. Francisco de Quevedo, short poems

Evaluation will be based on a midterm exam, a composition (10-12 pp. paper), class participation, a short presentation on a critical article or cultural topic, and 2-3 additional short projects.
Note: if you have not yet read Don Quixote, it would be a good idea (although not required) to do so before the semester begins, since the novel will inform much of our understanding of the literature of the age.


S578 Twentieth and Twenty First Century Spanish American Literature
Topic: Modernity and its Discontents
TR 11:15a – 12:30p/section #30125/3 cr./WH 205

Professor Patrick Dove
Email: pdove

 This course examines significant trends in Spanish American literature from World War II through the present, while seeking to tease out both the various continuities and breaks that together comprise literary history. Our discussions will focus on the double problem of modernity in Latin America, or the relation—supplementary according to some, compensatory in the thinking of others—between literary modernisms (the avant garde, la nueva narrativa, the Boom, the post-Boom, etc.) on the one hand, and socioeconomic modernization and struggles for political autonomy and self-determination on the other hand. We will also discuss and evaluate key critical terms and concepts for thinking about the relation between literature and national history, such as transculturation, the aesthetic state and national allegory.

During the first half of the semester we will examine various literary “precursors” to the Boom, including avant garde poets such as Huidobro, Vallejo, Neruda, Paz and Pizarnik, as well as novels and short stories by Rulfo, Arguedas and Borges, and a theatrical work by Griselda Gambaro. We will then turn to a selection of prose from the Boom, including García Márquez’s Cien años de soledad, Puig’s El beso de la mujer araña and shorter works by Fuentes and Cortázar. In the final part of the semester we will turn to more recent novels and prose work associated with “the return to realism,” including Roberto Bolaño, Horacio Castellanos Moya, Rodrigo Rey Rosa and Rodolfo Fogwill.

Discussion of primary works will be informed by secondary critical readings that draw from a range of critical tendencies, including thinkers such as Hegel, Marx, Freud, Walter Benjamin, Jacques Derrida, Paul de Man, Joan Scott, Angel Rama, Louis Althusser, Fredric Jameson, David Lloyd and Paul Thomas, Néstor García Canclini, Roger Bartra, Gareth Williams, Brett Levinson, Peter Osborne, Josefina Ludmer, Gayatri Spivak and Alberto Moreiras.


S638 Eighteen and Nineteenth Century Spanish Literature
Topic: “Reading LA REGENTA in the 21st Century: Text, Theory, Analysis”
MW 2:30p – 3:45p/section #30133/3 cr./BH 011

Professor Maryellen Bieder
Email: bieder

Leopoldo Alas, “Clarín,” wrote one of the great European women-centered novels of the second half of the 19th century, a Spanish response to other national dissections of the institution of marriage and the space/place of women in society: Madame Bovary by Gustave Flaubert, Nana by Émile Zola, Ana Karenina by Leo Tolstoy, Middlemarch by George Eliot (Mary Anne Evans), Esther Waters by George Moore, Effie Briest by Theodore Fontane, as well as Fortunata y Jacinta by Benito Pérez Galdós. Situating the figure of Ana Ozores at the center of his novel allow Alas to dramatize, critique and satirize multiple aspects of contemporary Spain.

A new generation of 21-century readers brings new strategies, assumptions and a new worldview to a novel that in the last half of the 20th century rose to the top of Spain’s novelistic canon, ranking second (perhaps in contention with Fortunata y Jacinta) in the wake of Don Quijote. How does the novel speak to today’s readers? How does this exploration of late 19th-century Spanish (provincial) society invite analysis using current theoretical paradigms: modernity, construction of the Spanish nation, spatial practices, lieux de mémoire, class and gender, capitalism and the bourgeoisie, postcolonialism, voyeurism and exhibitionism, among others? Does it undermine or maintain the polarities of urban and rural, metropolis and periphery, Spain and her colonies, interior (body) and exterior (social space), religion and secularism, faith and atheism, degeneration and civilization? Linguistic registers, the narrative voice, figurative language and narrative communication still offer fertile terrain for textual analysis.

On one level the novel is a great read. On another it exudes a joy and satisfaction in the play of language and tease of literary intertextuality. On still another, its rich tapestry leaves many textual threads unexamined and awaiting analysis. The class will engage in a close reading of the novel in its historical, cultural, social (including sexual) and religious context, in order to identify the issues Clarín sets in play. Gonzalo Sobejano´s edition of La Regenta offers a solid grounding in these aspects of the novel. Maite Zubiarre (Cultures of the Erotic. Spain 1898-1939; “sicalipis.humnet.ucla.edu”) and Eileen Powell’s new edition situates the novel within current cultural debates. We will also review recent critical studies, looking at theoretical models and critical assumptions, and identify new possibilities for analysis. The final paper for the course should attempt to formulate a new contribution to La Regenta studies by asking a new question or applying a new critical model, or it may take a new look at a familiar paradigm. Paper: maximum 15 -- 20 pages with Notes and Works Cited.


S695 Graduate Colloquium
Topic:
Neoliberalism, Immigration, Criminalization
TR 1:00p – 2:15p/section# 30140/3 cr./WH205

Professor Ricardo Andrés Guzmán
email: riguzman

Beginning with the concept of “governing through crime,” this course examines the governmental paradigms that inform the phenomena of immigrant detention and the criminalization of immigrant behavior alongside the parallel turn towards mass incarceration as a method of addressing social problems in the U.S. We will look at the way in which the discourse of crime prevention has come to frame official responses to undocumented immigration, on the one hand, and has stimulated a proliferation of laws and sentencing practices that have disproportionally affected poor and racialized sectors of the population, on the other. Drawing from political economy we will establish a link between neoliberalism, the creation of high rates of surplus labor domestically and abroad (the latter of which stimulates immigration to the U.S.), and the turn towards criminalization and imprisonment/detention/deportation as mechanisms through which to preempt and control social disturbances associated with these processes. One of the course’s theses is that the figure of the worker has, in recent decades, been replaced by the figures of the criminal and the immigrant, of which the criminal alien—a legal category specific to immigration law—has come to be regarded as its most dangerous iteration. As part of the course we will also analyze the ways in which these processes are expressed, thought, and challenged in a range of literary and filmic texts—which may include novels, short stories, poetry, and memoirs written by lawyers, prisoners, and immigrant detainees, as well as fiction films and documentaries.


top

Courses for Graduate Language Proficiency

C492 Readings in Catalan for Graduate Students  (3 credits)
Variable Title:  Architecture and Urban Space in Modern Catalan Literature    
     
  
This course will study the cultural and social meaning of architecture in Catalonia from the nineteenth century until the present day, focusing especially on the urban development of modern Barcelona. Catalonia’s politics of space constitute a fascinating mixture of splendid architecture (Gaudí is only one example among many others) and nation-building policies that sometimes have expressed and sometimes have repressed the class struggles that traverse Catalonia’s modern history. The course will examine the historical evolution of Catalonia’s politics of space through a variety of Catalan literary texts and other cultural artifacts. Also, the course will include a series of more general texts on urban theory that will allow us to understand the context of Catalonia and Barcelona vis-à-vis Spain, Europe, and globalization.

HISP-C 492    #26594   9:30A-10:45A     TR   BH 333   Prof. Edgar Illas
Note:  This class meets with HISP-C 618 Topics in Catalan Literature


P491 Elementary Portuguese for Graduate Students (3 credits)

An accelerated introduction to the structure of the Portuguese language, covering in one semester content matter usually reviewed in two semesters.  This course is taught in Portuguese.

HISP-P 491    #28551     9:05A-9:55A   MTWR    SB 138    STAFF

Note:  This course meets with  HISP-P 135, #18368 and is only open to Graduate students.
*this class does not apply as graduate credit and counts as language proficiency requirement


P492 Reading Portuguese for Graduate Students (3 credits)
Prerequisite: P491

This course is taught in Portuguese.  A continuation of P491. This course emphasizes conversational and reading skills using plays, short stories, poetry, and novels from Brazil, Portugal, and Lusophone Africa.  Students will also be introduced to the basics of literary appreciation.

HISP-P 492   #18370     11:15A-12:05P    MWF     BH 333     STAFF

Note: This course meets with HISP-P 317 and is only open to Graduate students.
*this class does not apply as graduate credit and counts as language proficiency requirement