Spanish Graduate Courses
|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:
|Studies in Spanish: Second Language Acquisition II||Elola|
|"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.
Roberto Arlt, "El fabricante de fantasmas" (1936)
Juan Carlos Gené, "El herrero y el diablo" (1955)
Carlos Felipe, "Réquiem por Yarini" (1960)
Eugenio Hernández Espinosa, "María Antonia" (1967) Guatemala:
Miguel Ángel Asturias, "Cuculcán" (1930)
Hugo Argüelles, "Los cuervos están de luto" (1958)
Jesús González Dávila, "La Fábrica de Juguetes" (1968)
Vicente Quirarte, "El fantasma del Hotel Alsace" (2010)
Roberto Ramos Perea, "Avatar" (1999)
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)
John Jesurun, "White Water" (1986)
|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:
|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
|Spanish in the U.S.||Pascual|
TR 3:30-4:50 PM
|Foundations of Language Teaching||Tecedor|
|SPAN 5352/CMLL 5302
Theories and practices of literary analysis and criticism with emphasis on critical/analytical thinking, reading and writing. The course makes students conscious of their own existing reliance on theory and develops their awareness and control over ideologically driven discursive practices that underpin interpretation. A systematic study of the prominent theoretical school that have influenced our understanding of the humanities and cultural production over the past 60 years will be complemented by student-led discussion of specific texts: theoretical concepts will be put to use for interpretation.
|Hispanic Literary Concepts||Zamora|
The Funny Middle Ages. This course will put to rest the idea that the Middle Ages were dark, violent, and primitive and that Medieval literature is boring and inaccessible. We will study in depth, instances of mirth, laughter, bawdy humor, and jokes in selected works from Medieval Spain. We will also study major theorists who have written about humor, including Freud, Bergson, Ménard, Le Goff, and Adolf. Selections from Poema del Cid, Libro de buen amor, Celestina, Milagros de Nuestra Señora, El conde Lucano, Cantigas de Santa Maria, El corbacho, and Cárcel de amor. Although esthetic sensibilities may have changed, what makes us laugh seems to endure as this course will show.
|Second Language Acquisition I
The purpose of this course is three-fold: (1) to provide an overview of issues in second language acquisition related to Spanish; (2) to strengthen the students’ foundation and understanding of the Spanish language (syntax, semantics, phonetics, phonology, etc.); and (3) to raise students’ awareness of how second language learners of Spanish acquire the target language. In addition, students will be able to design a research proposal and conduct research, the results of which can be applied in their language classes and future graduate work.
This course is an introduction to Generative syntactic theory. After becoming familiar with some basic terms and concepts, we will learn about the structural properties of language: principles that govern phrase structure (the composition of phrases and sentences), movement (dependencies between syntactic constituents), and binding (the interpretation of different types of noun phrases).
|20th-21st Centuries Latin American Literature
The class will examine the narrative of most of the canonical figures of the Twentieth and Twenty-First Centuries. The students will prepare a term paper on other significant writers not covered in class. Eduardo Mallea, Todo verdor perecerá (1941).
Jorge Luis Borges, “Emma Zunz,” “Las ruinas circulares.” Ernesto Sábato, El túnel (1948). Carlos Fuentes, Aura (1962). Mario Vargas Llosa, La casa verde (1965). Julio Cortázar, “Las babas del diablo.” Manuel Puig, La traición de Rita Hayworth (1968). Gabriel García Márquez, El otoño del patriarca (1975). Rosario Ferré, “La muñeca menor.” José Donoso, El jardín de al lado (1981). Roberto Bolaño, Los detectives salvajes (2010). Pedro Juan Gutiérrez, Trilogía sucia de la Havana (2015).