Texas Tech University

Spanish Graduate Courses

TENTATIVE Graduate Course Offerings in Spanish and Portuguese for Fall 2017 and Spring 2018

Summer I 2017

CMLL 5301 Fundamentals of Research & Scholarship: Academic Communication in Language Studies
This course helps graduate students develop the skills essential to becoming more effective communicators in the academic world. Throughout the semester, students will be asked to research, analyze, and reflect on the kinds of writing produced by their respective discipline, which they will then use to draft their own research paper or conference presentation with support from other class members and the instructor. Readings and assignments will cover topics such as how to understand, identify, and analyze the rhetorical situations of academic texts. Additional topics include strategies for organizing and developing thoughts, writing concisely in an academic style, proofreading, and issues of plagiarism. The course will also focus on the conventions of specific genres in language studies, such as commentaries, abstracts, research review articles, annotated bibliographies, and literature reviews. Students are expected to tailor the opportunities provided by the course to their own area of language studies.
McChesney
SPAN 5341 MTWRF 2-3:50 PM FL113 Spanish Graduate Research
The importance of languages to scholars is incalculable in the process of research through their careers. Unlike other language courses, which attempt to balance the acquisition of the four skills (reading, writing, speaking, and listening) in a communicative way, this class will focus primarily on the development of reading proficiency. Students will be provided with extensive work with the most common lexical items in Spanish; practice with recognizing the main processes of Spanish derivational morphology (how words are formed from other words); an analytical approach to Spanish syntax (sentence structure); applying familiar reading comprehension techniques to reading tasks in the target language; daily reading and translation tasks.
Cole

 

Summer II 2017

SPAN 5342
MTWRF
2-3:50 PM
FL 119
Spanish Graduate Research
Second part of SPAN 5341, geared to graduate students outside of the
2-3:50 PM Spanish graduate program.
Cole
SPAN 5385 Issues in Multilingualism
This seminar provides students with a general overview to research in multilingual language acquisition. The course will be divided into four topical units: (i) Adult L2 acquisition, (ii) Simultaneous/sequential child bilingualism and Heritage speaker bilingualism, (iii) L3 acquisition and (iv) L1/L2 attrition.
Pascual

 

Spring 2017

PORT 5341
MW 4:30-5:50 PM
FL 101
Intensive Portuguese for Graduate Students I
This course intends to provide an introduction to the contemporary literatures of Portuguese-Speaking Africa. Topics to be studied include: the relationship between literature and political identity; Frantz Fanon, the struggles and the history of Negritude movements; Portuguese colonial past and the African wars of liberation; African folkloric traditions; the 'africanization' of European literary traditions and the 'European' representations of Africa; African women authors; Literatures of the African diaspora in Portugal and Brazil; African theatre and oral traditions; literary representations of climate, environment and its policies; representations of race; the Marxist traditions and the emerging literatures; Brazilian influences in African cultural productions (from Modernist writers to soap-operas), etc.
The course will be taught in Portuguese. Theoretical and critical approaches are affiliated with Cultural Studies, Postcolonial Studies and Gender Studies. A reader will be available provided.

Required reading:
Quem Me Dera Ser Onda. By Manuel Rui. (Angola)
Cada Homem é uma Raça. By Mia Couto. (Moçambique)
Os Flagelados do Vento Leste. By Manuel Lopes (Cabo-Verde)
Nós Matamos o Cão Tinhoso. By Luís Bernardo Honwana (Moçambique)

Satisfies requirements for MA/PhD minors in Portuguese at CMLL and it is geared toward students majoring in Spanish, Linguistics, etc.
Ladeira
PORT 5355
M 6-8:50 PM
FL 255
Readings in Luso-Brazilian Literature
Portuguese 5341 is the first part of a beginning intensive course of Portuguese for Graduate students proficient in Spanish. The course will include, in one semester, the materials taught in Portuguese 1501 and 1502 in addition to comparative approaches to the Portuguese and Spanish languages relevant to Graduate students. The course will cover basic vocabulary, fundamentals of grammar and will provide an introduction to the cultures of the Portuguese/speaking countries around the world such as Brazil, Portugal, Cape-Verde, Angola, Mozambique, Guinea/Bissau. Practice in speaking, reading and writing will be attained through communicative exercises. Students will engage in discussions of scholarly materials relevant to their particular field of interest. Presentation of audio/visual materials and subsequent debate constitute an important dimension of the course. The course includes the analysis of common and contrasting aspects of Portuguese and Spanish. Readings in Portuguese. The Class will be conducted in Portuguese.

Required books:
Klobucka, Anna: Ponto de Encontro: Portuguese as a World Language. New Jersey: Prentice Hall, (Latest edition).
Simões, Antonio. Pois Não: Brazilian Portuguese Course for Spanish Speakers with Basic Reference Grammar. Austin: UT Press, 2008.
Recommended: Costa, J.Almeida. Dicionário da Língua Portuguesa. Lisboa: Porto Editora. 1997. 7ªa Edição. Nittu, John. 501 Portuguese Verbs. New York: Barron. Course Requirements

Satisfies requirements for MA/PhD minors in Portuguese at CMLL and it is geared toward students majoring in Spanish, Linguistics, etc.
Ladeira
SPAN 5301
R 6-8:40 PM
FL 118
Writing for the Profession
This course will consist of a series of presentations, discussions and critiques of sample materials as well as guest visits from other faculty from the Department of Classical and Modern Languages and Literatures, staff from the Texas Tech Library and the Graduate School. Sessions will deal with the demands and expectations of graduate study and major issues confronting higher education in the United States. The course will introduce students to the types of activities they will undertake as researchers and will familiarize them with current research methods, trends and opportunities. We will examine how to undertake research, how to document that research properly and how to present it in the form of an abstract, a written paper, a conference presentation, and a grant application. Students will be evaluated on the basis of attendance (10%), meaningful participation (10%), the successful completion of an abstract (20%), two bibliographical exercises (40%), and a critical response to a grant application (20%).
All required reading for the course will be provided in PDF form on BlackBoard.
The course is organized around two areas:
Research
  • Using the Texas Tech Library for graduate-level research
  • How to write an abstract
  • How to write an academic research paper
  • Introduction to the documentation styles of Literary Studies and Linguistics
Professional Development
  • Delivering a paper for a conference
  • How and when to send work to a journal for publication
  • Fellowships and Grants
  • Grant Writing and Applying for Fellowships
  • Professional Ethics
Larson
SPAN 5343
T 2-4:50 PM
FL 116
Studies in Spanish: Second Language Acquisition II
The purpose of this course is three-fold: (1) to continue working on issues in second language acquisition related to Spanish; (2) to raise students' awareness of how second language learners of Spanish acquire the target language via studies in Spanish; and (3) to complete a research study. In addition, students will write an article based on the results of the study and will send an abstract to a conference.
Elola
SPAN 5355
W 6-8:50 PM
FL 106
"Ghost, Vampires, Deities and Magic: The Supernatural in Hispanic Theater"
This course will explore the process of formation and transformation of Peninsular and Latin American dramatic texts from the 20th to the 21st Century. Influential plays will be used as examples of how various playwrights have used drama as a tool to offer a social commentary on various issues, define cultural identity, and reevaluate perspectives by using the supernatural. The class will provide students with the necessary skills to analyze and discuss in a critical manner not only the texts but everything related to the performance as well. Emphasis will be on the participants' readings and research, and on the development of appropriate critical discourse.
Argentina:
Roberto Arlt, "El fabricante de fantasmas" (1936)
Juan Carlos Gené, "El herrero y el diablo" (1955)
Cuba:
Carlos Felipe, "Réquiem por Yarini" (1960)
Eugenio Hernández Espinosa, "María Antonia" (1967) Guatemala:
Miguel Ángel Asturias, "Cuculcán" (1930)
México:
Hugo Argüelles, "Los cuervos están de luto" (1958)
Jesús González Dávila, "La Fábrica de Juguetes" (1968)
Vicente Quirarte, "El fantasma del Hotel Alsace" (2010)
Puerto Rico:
Roberto Ramos Perea, "Avatar" (1999)
España:
Alejandro Casona, "La Dama del Alba" (1944)
Antonio Gala, "Cantar del Santiago Paratodos" (1971)
Ignacio García May, "Drácula" (2009)
José López Rubio, "La otra orilla" (1954)
Francisco Nieva, "Nosferatu" (1975)
US Latino:
John Jesurun, "White Water" (1986)
Cole
SPAN 5364
T 6-8:50 PM
FL 118
Eighteenth and Nineteenth Century Spanish Literature
“You say you want a revolution”: Revolución y contrarrevolución en la España del XIX
El siglo XIX parece que nos queda tan lejos ya…Pero al revisar sus productos culturales (arte, novela, teatro…) nos damos cuenta de la existencia de una serie de patrones y dinámicas recurrentes que podemos conectar con fenómenos contemporáneos:
  • Cambios en la economía que producen movimientos sísmicos en la sociedad
  • Frustración de las clases que no están en el poder y ansiedad de aquellos que detentan el poder y quieren conservarlo
  • Amenaza de violencia (revolución)/deseos de estabilidad y continuismo
  • Replanteamientos sobre el rol de la mujer: ¿hay una función “natural” de la mujer en la sociedad? ¿puede compatibilizarse esa “función natural” con el acceso de la mujer a la esfera pública?
  • Lugar de la literatura en la sociedad: ¿Incitar al cambio? ¿Advertir de los peligros del cambio? ¿Mostrar la situación de forma objetiva para ayudar a tomas de decisiones? ¿Debe tener un papel?
En este curso analizaremos una serie de textos de algunos de los principales autores del XIX, con un pie en el XVIII: La obra de teatro El sí de las niñas de Leandro Fernández de Moratín nos servirá de referente de los principios del despotismo ilustrado del Antiguo Régimen, pero también nos permite apreciar la insinuación de cambios futuros. Las ilusiones de la Constitución de Cádiz, renovadas en la revolución de 1868 y su frustración en los llamados “años bobos” (Galdós dixit) de la Restauración borbónica sirven de marco histórico a varios de los textos. La mayoría de las obras de este curso provienen o son equivalentes a las obras en la lista de maestría. Las ediciones de Cátedra siempre son las preferibles.
  • El sí de las niñas de Leandro Fernández de Moratín
  • La Gaviota de “Fernán Caballero”
  • Doña Perfecta de Benito Pérez Galdós
  • La Tribuna de Emilia Pardo Bazán
  • La de Bringas de Benito Pérez Galdós
  • “Doña Berta” de Leopoldo Alas “Clarín”
  • Memorias de un solterón de Emilia Pardo Bazán
  • Dos episodios nacionales de Galdós: Cádiz y Cánovas
Y esta es la canción que inspira este curso: The Beatles: “Revolution”
Pereira
SPAN 5370
M 6-8:50 PM
FL 106
Colonial Latin America: The Women of Colonial Latin America
Scholars and activists claim that the current status of women in Latin America stems from a colonial legacy of gender and sexual repression. Yet, the position of women and men in any society is a social construct, rather than a fixed state. From the time when native, African and European peoples met in the era of conquest, cultural ideas about appropriate behavior for men and women played a critical role in the negotiation of social and political life. Despite the attempts of the colonial ruling elite to prescribe gender roles, most people resisted elite notions of gender propriety and instead created their own codes of conduct. This course examines the sources, methodologies and theoretical approaches that shape the studies of gender in Colonial Spanish America. The readings represent ethnic, racial and class-based distinctions among women, and emphasize the importance of using diverse approaches to read women's experiences in literary and historical accounts. Students will read and discuss both primary and secondary sources to understand how gender is conceived and written.
Tentative readings & materials
  • Selected texts from the Spanish American literature colonial canon
  • Original documentation from Spanish American colonial archives (digitized or transcribed)
  • Scholarly articles from fields such as cultural studies, history, anthropology and ethnic studies
Guengerich
SPAN 5382
R 2-4:50 PM
FL 116
Spanish in the U.S.
In this course we will examine Spanish (the language) as well as the most important Spanish-speaking communities in the United States. Particular attention will be paid to those communities found in the South- West, New York, and Florida (among others). Additionally, we will also study a series of extralinguistic factors (age, race, education, nationality) which will contribute to increase our understanding of the past, present, and future of the Spanish in the context of the United States.
Pascual

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Classical & Modern Languages & Literatures