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Note: You must establish a session for Fall Academic Term 2001 on wolverineaccess.umich.edu in order to use the link "Check Times, Location, and Availability". Once your session is established, the links will function. Courses in SpanishThis page was created at 7:05 PM on Wed, Oct 10, 2001. Fall Academic Term, 2001 (September 5 – December 21)Open courses in Spanish Wolverine Access Subject listing for SPANISH Fall Term '01 Time Schedule for Spanish. What's New This Week in Spanish. SPANISH 101. Elementary Spanish.Elementary Language CoursesInstructor(s):Prerequisites & Distribution: (4). (LR). Credits: (4). Course Homepage: No homepage submitted. For students with little or no previous study of Spanish. Course Objectives: the first part of an introduction to the Spanish language and culture; task- and content-based approach integrates grammar in a functional use through listening, speaking, reading, and writing. Language use encouraged through communicative activities rather than a sequence of linguistic units. Videos, audio cassette, and computer materials incorporated. Goals: Students completing Spanish 101 understand about different sociocultural norms, can act with awareness of such differences; speak, using memorized phrases and some original language; read short texts of familiar or simple structure for detailed comprehension, less familiar materials for gist and main ideas; write familiar material with considerable accuracy. Work requirements/Evaluation criteria: Regular attendance essential. Participation in class includes asking and answering questions, initiating discussion, role playing and other situational activities. Grade based on oral participation, homework assignments, in-class work, written and oral exams, and a final written and oral exam.
SPANISH 101. Elementary Spanish.Elementary Language CoursesSection 016, 017.Instructor(s): Karen J PrimoracPrerequisites & Distribution: (4). (LR). Credits: (4). Course Homepage: No homepage submitted. For students with little or no previous study of Spanish. Course Objectives: the first part of an introduction to the Spanish language and culture; task- and content-based approach integrates grammar in a functional use through listening, speaking, reading, and writing. Language use encouraged through communicative activities rather than a sequence of linguistic units. Videos, audio cassette and computer materials incorporated. Goals: Students completing Spanish 101 understand about different sociocultural norms, can act with awareness of such differences; speak, using memorized phrases and some original language; read short texts of familiar or simple structure for detailed comprehension, less familiar materials for gist and main ideas; write familiar material with considerable accuracy. Work requirements/Evaluation criteria: Regular attendance essential. Participation in class includes asking and answering questions, initiating discussion, role playing and other situational activities. Grade based on oral participation, homework assignments, in-class work, three exams, and a final written and oral exam.
SPANISH 102. Elementary Spanish, Continued.Elementary Language CoursesInstructor(s):Prerequisites & Distribution: Spanish 101. No credit granted to those who have completed or are enrolled in 103. Spanish 102 is NOT open to students who have begun instruction at the high school level. Open only to students who have completed 101 at the University of Michigan. College or university transfer students who have received credit for one term are encouraged to enroll in Spanish 103. (4). (LR). Credits: (4). Course Homepage: No homepage submitted. Continuation of Spanish 101. Course Objectives: Introduction to Hispanic language and culture; task- and content-based approach integrates grammar in a functional use through listening, speaking, reading, and writing. Language use encouraged through communicative activities rather than a sequence of linguistic units. Videos, audio cassette and computer materials incorporated. Goals: Students completing Spanish 102 will speak in short spontaneous conversations involving everyday topics, observing basic courtesy requirements; understand gist of one-way communications like radio and television; read for practical information; writer simple correspondence and short compositions on familiar topics, with good control of basic sentence structure. Work requirements/Evaluation criteria: Regular attendance essential. Participation in class includes asking and answering questions, initiating discussion, role playing and other situational activities. Grade based on oral participation, homework assignments, in-class work, four exams, and a final written and oral exam.
SPANISH 103. Review of Elementary Spanish.Elementary Language CoursesInstructor(s):Prerequisites & Distribution: Assignment by placement test or permission of department. Transfer students elect Spanish 103 if they have completed the equivalent of Spanish 101 elsewhere. No credit granted to those who have completed or are enrolled in 102. (4). (LR). Credits: (4). Course Homepage: No homepage submitted. Accelerated refresher course for students with two or three years of high school Spanish whose previous study did not occur within the preceding two years. Equivalent to 101 and 102 condensed into one term. Transfer students elect Spanish 103 if they have completed the equivalent of Spanish 101 elsewhere. Course Objectives: Introduction to the Spanish language and culture task- and content-based approach integrates grammar in a functional use through listening, speaking, reading, and writing. Language use encouraged through communicative activities rather than a sequence of linguistic units. Video, audio cassette, and computer material incorporated. Goals: Student completing Spanish 103 will hear about different sociocultural norms, can act with awareness of such differences; speak in short spontaneous conversations involving everyday topics, observing basic courtesy requirements; understand gist of one-way communication like radio and television; read for practical information; write simple correspondence and short compositions on familiar topics, with good control of basic sentence structure. Work requirements/Evaluation criteria: Regular attendance essential. Participation in class includes asking and answering questions, initiating discussion, role playing and other situational activities. Grade based on oral participation, homework assignments, in-class work, four exams, and a final written and oral exam.
SPANISH 231. Second-Year Spanish.Elementary Language CoursesInstructor(s):Prerequisites & Distribution: Spanish 102 or 103; or assignment by placement test. No credit granted to those who have completed or are enrolled in 112 or 230. (4). (LR). Credits: (4). Course Homepage: http://www.umich.edu/~span231/ This course is designed to improve the speaking, listening, reading, and writing skills of students and to provide some insight into the literature and culture of Spanish-speaking people. Course grade is based on a series of quizzes and exams (written and oral) designed to assess ability to read, write, and understand spoken Spanish plus periodic written work and oral class participation. Required materials:
SPANISH 232. Second-Year Spanish, Continued.Elementary Language CoursesInstructor(s):Prerequisites & Distribution: Spanish 231; or assignment by placement test. No credit granted to those who have completed or are enrolled in 230 or 112. (4). (LR). Credits: (4). Course Homepage: No homepage submitted. The principal aim of this course is to acquire a more profound understanding of the history, politics, society, culture, customs, and literature of the Hispanic world through listening, writing, reading, and speaking activities in Spanish. At the same time, students develop the language tools, both grammatical functions and vocabulary, necessary to discuss issues of relevance to Hispanic culture and to analyze these situations while expressing their own personal opinions, reactions, conclusions, and possible outcomes to hypothetical situations. Therefore, the practice and application of grammatical features and vocabulary is integrated into the content of the course and students are expected to formally study and practice these structures individually through the explanations provided in the textbook and the practice activities assigned as homework. Materials include newspaper articles, cultural readings, videos, short lectures, audio cassette, and computer materials. Work requirements/evaluation criteria: Regular attendance crucial. Participation in class includes asking and answering questions, initiating discussion, role playing, and other situational activities. Grade based on oral participation, homework assignments, in-class work, compositions, exams, and a final written and oral exam. TEXTS: Required: Recommended:
SPANISH 232. Second-Year Spanish, Continued.Elementary Language CoursesSection 002 – Business Spanish.Instructor(s): Betina Schlossberg (betinas@umich.edu)Prerequisites & Distribution: Spanish 231; or assignment by placement test. No credit granted to those who have completed or are enrolled in 230 or 112. (4). (LR). Credits: (4). Course Homepage: http://coursetools.ummu.umich.edu/2001/fall/spanish/232/002.nsf Course objectives: Be able to manage in the business world and to understand the cultural differences between the U.S. and the Hispanic world and among the different Spanish speaking countries. Expand on the linguistic abilities necessary to fulfill the cultural aims of the course. Develop the grammatical functions and notions necessary to perform appropriately in business situations. (Present, past & future tenses, express opinions, experiences, reactions, suggestions, projections, conclusions and hypothesis. Telephoning and Socializing Presentations: facts & figures Meetings and Discussions Negotiating
SPANISH 232. Second-Year Spanish, Continued.Elementary Language CoursesSection 007, 008 – Introduction to the Hispanic World through Cinema.Instructor(s): Andrew Noverr (anoverr@umich.edu)Prerequisites & Distribution: Spanish 231; or assignment by placement test. No credit granted to those who have completed or are enrolled in 230 or 112. (4). (LR). Credits: (4). Course Homepage: http://coursetools.ummu.umich.edu/2001/fall/spanish/232/007.nsf Using the medium of cinema, the goal of this course will be to introduce participants to the cultural reality of the Hispanic world (Hispanic America and Spain). The most important aim of the course is to provide participants with an experience of Hispanic history and society that will give them a true sense of cultural understanding. At the same time, students will be exposed to the major communicative functions that characterize the intermediate mid/high levels of proficiency, that is, participants will:
The course is conducted entirely in Spanish. Various writing assignments are required (informal and formal reactions to movies and the themes presented), quizzes, oral examination, one twenty minute mini-exam and two exams (midterm and final). Some of the movies to be presented and discussed:
Use of the WWW and the Coursetools Application is a fundamental part of this course. Extensive coursework is conducted on the WWW.
SPANISH 232. Second-Year Spanish, Continued.Elementary Language CoursesSection 014, 017 – Legends Of The Hispanic World.Instructor(s): Ivan D Martinez (idmartin@umich.edu)Prerequisites & Distribution: Spanish 231; or assignment by placement test. No credit granted to those who have completed or are enrolled in 230 or 112. (4). (LR). Credits: (4). Course Homepage: http://coursetools.ummu.umich.eduhttp://coursetools.ummu.umich.edu/2001/fall/spanish/232/014.nsf Surely you have heard of the Legend of The Sleepy Hollow, The Little Brave and the Medicine Woman, or William F. "Buffalo Bill" Cody. In this intermediate Spanish course, however, you will be familiarized with some of the most popular legends of the Spanish-speaking world such as La Llorona, El Dorado, Los Amantes de Teruel. Through these and other fascinating legends you will be exposed to the major communicative functions that characterize the intermediate mid/high levels of proficiency, that is, you will:
The course is conducted entirely in Spanish. Various writing assignments and active participation are required, two exams, quizzes, oral examination, oral presentation, final paper, and a final exam.
SPANISH 232. Second-Year Spanish, Continued.Elementary Language CoursesSection 017 – Legends Of The Hispanic World.Instructor(s):Prerequisites & Distribution: Spanish 231; or assignment by placement test. No credit granted to those who have completed or are enrolled in 230 or 112. (4). (LR). Credits: (4). Course Homepage: No homepage submitted.
SPANISH 270. Spanish Conversation for Non-Concentrators.Other Language CoursesInstructor(s):Prerequisites & Distribution: Spanish 232. No credit granted to those who have completed or are enrolled in Spanish 275 or 276. A maximum of two courses of Spanish 270, 275, and 276 may be counted toward a degree. (3). (Excl). May not be included in a concentration plan in Spanish. Credits: (3). Course Homepage: No homepage submitted. Spanish 270 is a practical Spanish course for non-concentrators interested in the Spanish language and in contemporary Hispanic culture. Texts include journalistic prose as well as journal formatted videos aimed at increasing students' knowledge of current affairs in Spain and Latin America. Audio tapes will be employed to improve pronunciation, vocabulary, and listening skills. Class format includes group discussions, debates, oral presentations, and role-playing. Attendance and participation will be mandatory and will constitute a large part of the course grade. Grades will also be determined by examination of students' listening and expressive skills. Finally, students will practice writing in various practical formats such as letters, book or movie reviews, etc. These written exercises will form the final component of the course grade.
SPANISH 275. Grammar and Composition.Other Language CoursesInstructor(s):Prerequisites & Distribution: Spanish 232. A maximum of two courses of Spanish 270, 275, and 276 may be counted toward a degree. (3). (Excl). Credits: (3). Course Homepage: http://www-personal.umich.edu/~dennisdp/Spanish.275.html Spanish 275 is intended to increase the accuracy of students' Spanish and to increase vocabulary and cultural knowledge through readings. The course is centered on a grammar-review text. Students do readings in Spanish, prepare compositions and other exercises, and expand vocabulary. Time is allotted to class discussion of readings and especially to the treatment of recurrent problems of grammar. Classes are taught in Spanish. The final grade is based on weekly translations, tests, and class participation.
SPANISH 276. Reading and Composition.Other Language CoursesInstructor(s):Prerequisites & Distribution: Spanish 232. A maximum of two courses of Spanish 270, 275, and 276 may be counted toward a degree. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. Spanish 276 is intended to improve students' ability to read Spanish prose, as well as their skills in conversational and written Spanish. To this end, students will be presented with a variety of written, visual, and audio materials designed to stimulate discussion, both written and oral. Compositions are assigned regularly and oral presentations by students are required. Classes are conducted exclusively in Spanish. The final grade is based on compositions, exams, and participation in class discussions or presentations. Text:
SPANISH 290 / AMCULT 224. Spanish for Heritage Language Learners.Other Language CoursesSection 001.Instructor(s):Prerequisites & Distribution: Basic knowledge of Spanish language. (4). (Excl). This course does not satisfy the language requirement. Credits: (4). Course Homepage: No homepage submitted. This course addresses the particular linguistic needs and interests of students of Hispanic descent and heritage born and/or educated in the United States interested in acquiring a formal and structural knowledge of Spanish, in further expanding vocabulary at the abstract and professional levels, and in developing their skills in formal and professional writing. Sociolinguistic aspects of Spanish in the United States – code-switching, linguistic attitudes, bilingualism – also will be explored in relation to the politics of cultural identity. Short weekly assignments and exercises emphasizing the differences between oral and written modes of communication and between formal and informal Spanish will be required, along with a midterm and final exam. Readings will include cultural essays, literatures, and scholarly articles.
SPANISH 305. Spanish for Business and the Professions.Other Language CoursesSection 001 – Spanish for BusinessInstructor(s): Maria Dorantes (lourdes@umich.edu)Prerequisites & Distribution: Spanish 275 and 276. (3). (Excl). Credits: (3). Course Homepage: http://coursetools.ummu.umich.edu/2001/fall/spanish/305/001.nsf Business 305 is intended to increase the student's vocabulary and knowledge about the Spanish-speaking business world. Since the class is conducted in Spanish, students must have an understanding of the fundamentals of Spanish Grammar. The course will use authentic material, rely on group discussion, various readings, and exercises. The final grade will be based on class participation, written assignments, a project, a midterm exam, and a final exam. This course will allow students to develop their Spanish business knowledge to be more effective in the business world.
SPANISH 305. Spanish for Business and the Professions.Other Language CoursesSection 002 – Spanish for the Medical ProfessionsInstructor(s): Ivan Martinez (idmartin@umich.edu)Prerequisites & Distribution: Spanish 275 and 276. (3). (Excl). Credits: (3). Course Homepage: http://coursetools.ummu.umich.edu/2001/fall/spanish/305/002.nsf This course's objective is to prepare students who will be working in medical fields to interact with the Spanish speaking population. Students will build up their Spanish vocabulary and will hone their linguistic skills to prepare them to communicate effectively in Spanish in situations relating to the medical professions. The course will be conducted entirely in Spanish and will require active daily participation on the part of the students as great emphasis will be placed on pair work and small group work. The final grade will be based on class participation, written assignments, a written midterm exam, and an oral final exam.
SPANISH 305. Spanish for Business and the Professions.Other Language CoursesSection 003 – Spanish for the Medical ProfessionsInstructor(s): Hilberry (idmartin@umich.edu)Prerequisites & Distribution: Spanish 275 and 276. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. No Description Provided. Check Times, Location, and Availability SPANISH 310. Advanced Composition and Style.Other Language CoursesSection 001.Instructor(s): Olga Gallego De Blibeche (ogallego@umich.edu)Prerequisites & Distribution: Spanish 275 and 276. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. Students in this course will acquire an advanced understanding of grammatical structures while further developing their writing skills in Spanish. They will engage in extensive writing practice using a process approach that involves successive revisions. In addition students will acquire research skills and learn strategies for writing description, narrative, and argumentative essays. Course requirements: three essays, three exams, research paper. Course conducted in Spanish. Intended audience: Spanish concentrators and other students with significant training in Spanish language.
SPANISH 320. Introduction to the Study of Literature.Literary and Cultural StudiesInstructor(s):Prerequisites & Distribution: Spanish 275 and 276. (3). (HU). Credits: (3). Course Homepage: No homepage submitted. While introducing students to the literary production of the Spanish-speaking world, this course examines the questions: What is literature? And what is literature for? What possibilities does it offer for exploring the questions that perplex us, be they psychological, social, political, or philosophical questions? The texts we will read – including narrative, drama, poetry, and film – are drawn from various countries in the Spanish-speaking world. Each of these texts responds specifically to its cultural and historical context while also eliciting responses from its readers, who may read from quite different cultural and historical standpoints. How do these texts expand our understanding of other cultures as well as our own? How do they enable us to rethink the world we inhabit by imagining other worlds? Students will examine these questions while also learning basic techniques of literary analysis and further developing their speaking, reading, and writing skills in Spanish. The course is designed to meet the needs of those who are learning Spanish as a second language, as well as native speakers who are interested in a basic introduction to Hispanic Literatures. Active oral participation (through discussions and group presentations) is an important component of the course. Written assignments will include interpretive-analytic essays on each genre (narrative, drama, poetry, film). Testing will consist either of a series of short quizzes or two exams (to be decided by each instructor). Class will be conducted in Spanish.
SPANISH 335. Contemporary Spanish and Spanish-American Literature.Literary and Cultural StudiesSection 001 – Contemporary Literature of MexicoInstructor(s): Hugo MorenoPrerequisites & Distribution: Spanish 275 and 276. (3). (HU). May be repeated for a total of six credits. Credits: (3). Course Homepage: No homepage submitted. This course is a general overview of some of the major essays, novels, and short stories written by Mexican authors throughout the twentieth-century. In addition to reading literary works, students will also watch and discuss a few films. The course is designed to familiarize students not only with the literature, but also with the culture and society of twentieth-century Mexico. Students will gain a considerable understanding of some of the major events, myths, dramas, as well as leaders, writers, and performing actors that have shaped present-day Mexico. The course grade will be based on two one-hour exams (20% each), two written assignments (20% each), and class participation and attendance (20%). The course will be conducted in Spanish.
SPANISH 337. Poetry Workshop.Literary and Cultural StudiesSection 001.Instructor(s): Juli Highfill (highfill@umich.edu)Prerequisites & Distribution: Spanish 275 and 276. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. What is poetry for? What work does it perform in human societies? Throughout history, diverse cultures have produced poetry, but in the modern era poetic practice – writing, listening, reading – has become increasingly marginalized. What possibilities are gained and lost by giving poetry this special, marginal status? If poetry stands apart as a "dense zone of language use," as a site for expressing intense experience, does it still have the power to intervene in everyday life, changing our perceptions, beliefs, and thoughts? In this course we will address these questions, while exploring the poetic practice of five Latin-American and Spanish poets: Pablo Neruda, César Vallejo, Pedro Salinas, Federico García Lorca, and Alejandra Pizarnik. Students will also engage in poetic practice – broadly defined – by joining in a dialogue with these poets and choosing from a menu of possible oral and written responses to their poetry. For example, possible oral responses include giving dramatic readings (individually or in groups), power-point presentations, and staging mock interviews with poets. Written responses include critical interpretations, translations (Spanish to English or English to Spanish), photo-essays, and original poems. As a final project we will hold a "poetry slam" in which students impersonate poets of their choice and read from their work. Evaluation is based on written work and oral participation. The midterm and final exam are based on poems discussed in class.
SPANISH 340. Introduction to Iberian Cultures.Literary and Cultural StudiesSection 001.Instructor(s): Frank P Casa (fcasa@umich.edu)Prerequisites & Distribution: Spanish 275 and 276. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. The history of Spain and its people while following the general development of other Western countries, offers some peculiarities that are due to the presence of a highly advanced culture that has left important physical and cultural traces. Its varied history that goes from the Roman times to Arabic domination to its development as the superpower of the Renaissance world has created a complex society that is still seeking to find coherence and unity. This course seeks to give an overview of Spanish history and society by focusing on some of the major points of its history. The course will have unit readings on a variety of topics that go from the Moorish conquest, to the role of the Inquisition, the Conquest of America as well as the more problematic modern period that includes the Civil War, the dictatorship, and the return to democracy.
SPANISH 350. Independent Studies.Literary and Cultural StudiesInstructor(s):Prerequisites & Distribution: Permission of concentration advisor. (1-3). (Excl). (INDEPENDENT). May be elected for credit more than once with permission. Credits: (1-3). Course Homepage: No homepage submitted. Interested students should contact the concentration advisor.
SPANISH 371. Survey of Spanish Literature, I.Literary and Cultural StudiesInstructor(s): Catherine BrownPrerequisites & Distribution: Spanish 275 and 276, and one additional 300-level course. (3). (HU). Credits: (3). Course Homepage: No homepage submitted. No Description Provided. Check Times, Location, and Availability SPANISH 371. Survey of Spanish Literature, I.Literary and Cultural StudiesSection 001 – Peninsular Spanish Culture and Literature, 1207-1650Instructor(s): Catherine BrownPrerequisites & Distribution: Spanish 275 and 276, and one additional 300-level course. (3). (HU). Credits: (3). Course Homepage: No homepage submitted. The past is gone, right? Different from us, lost, who cares?. Yet it was full of people who thought it was the present, who breathed their days away. This class is about learning to listen for that breath, and about being open to what happens once we've heard it. This class wants us to think about and with the past: to talk with it, to see it as different from us, and to let that difference change the way we think, and think about ourselves. And the way we think about ourselves will be our path to and through the past. We'll ask, What is the "self"? What is its relation to concepts of "inside" and "outside"? What is its relation to collectives, or to what we now call "identities", like "class," "gender," "nationality," "race," "religion," and "sexuality"? What is its relation to the non-human (animals, the demonic, the divine)? The particular past that this class lives with is that of the Castilian-speaking Iberian peninsula, from around 1207 to 1650. Readings include Poema de mío Cid, La Celestina, Fuenteovejuna, Lazarillo de Tormes, and the Vida de la monja alférez, plus short stories by Cervantes and María de Zayas, inquisition records, some autobiographies, and lyric poetry.
SPANISH 373. Topics in Hispanic Literatures and Cultures.Literary and Cultural StudiesSection 001 – Spanish MetatheaterInstructor(s): Andrew A Anderson (andander@umich.edu)Prerequisites & Distribution: Spanish 275 and 276, and one additional 300-level course. (3). (HU). May be repeated for a total of six credits. Credits: (3). Course Homepage: No homepage submitted. All literary texts refer, to a greater or lesser extent, explicitly or implicitly, to other texts; metaliterary texts do this more overtly and self-consciously than others. They emphasize (and often inquire into) their own literariness, in a variety of different ways. Metatheatrical texts can depict a playwright composing a play, a director producing a play, the "real" lives and "stage" lives of actors and actresses, the experiences of audience members, or a combination of these features. Perhaps the most characteristic manifestation is of the "play-within-the-play." This course will focus on examples of metatheater drawn from all periods of Peninsular Spanish literature, and will be further illustrated by reference to texts from other literatures and to films. Teaching, conducted in Spanish, will be by lecture and class discussion. Active participation is expected. Evaluation will be by attendance and three medium-length papers.
SPANISH 373. Topics in Hispanic Literatures and Cultures.Literary and Cultural StudiesSection 002.Instructor(s):Prerequisites & Distribution: Spanish 275 and 276, and one additional 300-level course. (3). (HU). May be repeated for a total of six credits. Credits: (3). Course Homepage: No homepage submitted. This course will be taught by a Visiting Professor. Watch this space for a description to be added later.
SPANISH 391. Junior Honors Course.Literary and Cultural StudiesInstructor(s):Prerequisites & Distribution: Permission of departmental Honors Committee. (3). (Excl). (INDEPENDENT). Credits: (3). Course Homepage: No homepage submitted. Independent Study. Readings of selected works from the literatures of Spain and Spanish America. Conferences, written reports, and term papers.
SPANISH 392. Junior Honors Course.Literary and Cultural StudiesInstructor(s):Prerequisites & Distribution: Permission of departmental Honors Committee. (3). (Excl). (INDEPENDENT). Credits: (3). Course Homepage: No homepage submitted. Readings of selected works from the literatures of Spain and Spanish America. Conferences, written reports, and term papers.
SPANISH 411. Advanced Syntax.Other Language CoursesSection 001.Instructor(s): Steven N DworkinPrerequisites & Distribution: Spanish 275 and 276. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. This course, which will be taught in Spanish, is designed to introduce the student to the principle (morpho)syntactic) structures of Modern Standard Spanish. The following topics will be analyzed: grammatical gender, number, determiners, the pronominal system, adjective placement, object marking, the Spanish tense system, verbal aspect, verbal mood (indicative vs. subjunctive), voice (active vs. passive), word order. No previous background in linguistics is required. The grade will be determined by two exams (open-book take home), and a written assignment. Readings will be made available in a course pack.
SPANISH 413 / ROMLING 413 / EDCURINS 455. Teaching Spanish/Applications of Linguistics.Other Language CoursesSection 001.Instructor(s): Kimberly S Boys (ksboys@umich.edu)Prerequisites & Distribution: Spanish 275 and 276. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. This course will assist teachers of Spanish as a foreign language, and students interested in language learning in the process of clarifying their own beliefs about language learning and teaching, both in terms of theoretical issues and practical implications for classroom instruction. The course will review second/foreign language acquisition theories and examine their pedagogical application of the classroom. Students will become familiar with different methodologies and teaching techniques. Emphasis will be given to curriculum design and material development for teaching and testing all four skills within a student-centered philosophy of teaching. A portion of each class session will be devoted to microteaching sessions as a means of providing students with hands-on teaching experience and concrete input on their teaching techniques, allowing students to gain a better understanding of what is needed to become an effective teacher of Spanish.
SPANISH 430. Advanced Studies in Hispanic Culture and Society.Literary and Cultural StudiesSection 001 – Representations of the African Diaspora in Cuba and Brazil.Instructor(s): Jossianna Arroyo (jarroyo@umich.edu)Prerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). May be elected twice for credit, but not in the same term. Credits: (3). Course Homepage: No homepage submitted. Cuba and Brazil are the areas with the major concentration of African population in the Americas. Millions of Africans from different cultural backgrounds, philosophical beliefs and languages – Nago, Bantu, Ashanti, Malé, Fula, Arara, Calabar, Yoruba – survive the Atlantic middle passage. This course studies the cultural, social and philosophical contributions of these diverse groups, the ways they build social and cultural agency and how they are represented by cultural elites. Using examples from ethnography, sociology, film, documentary, and narrative we will analyze some of these cultural representations. Three papers of 4-5 pages are required. The class will be conducted in Spanish. Texts: Gilberto Freyre's Casa Grande & Senzala, (Masters and Slaves) (selections); Fernando Ortiz' El baile y el teatro de los negros en el folklore de Cuba (selections); Lydia Cabrera, El monte ( 1st chapter); Ruth Landes The City of Women (selections); Ifá's Oracle (selections); Miguel Barnet's Biografía de un cimarrón (Autobiography of a Runaway Slave); poetry and documentaries such as Gloria Rolando's Ogún (1995) and Julio Ramos' La promesa (1996), and Tania Cipriano's Odo-Yá-Life with Aids (1998).
SPANISH 430. Advanced Studies in Hispanic Culture and Society.Literary and Cultural StudiesSection 002 – Historia de España de la Dictadura y la TransicionInstructor(s): Encarnacion LemusPrerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). May be elected twice for credit, but not in the same term. Credits: (3). Course Homepage: No homepage submitted. No Description Provided. Check Times, Location, and Availability SPANISH 435. Independent Study.Literary and Cultural StudiesInstructor(s):Prerequisites & Distribution: Permission of department. (1-3). (Excl). (INDEPENDENT). May be repeated for a total of three credits. Credits: (1-3). Course Homepage: No homepage submitted. Interested students should contact the concentration advisor.
SPANISH 450. Middle Ages.Literary and Cultural StudiesSection 001 – Introduction to the Middle AgesInstructor(s): Catherine BrownPrerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. "The past is a foreign country. They do things differently there." So says an English novelist in 1953. If the early 20th century feels like a foreign country, what to say about the Middle Ages? What to say about the Middle Ages in Spain? This class will think about travel and time, about time travel too, and about the confrontation with the "not-me" that any travel, historical, imaginative, or spatial entails. We'll read things written in the Iberian peninsula from the 10th through the 14th centuries: an epic about border-making and border-crossing (the Poema de Cid), a wild story of a wandering, skirt-chasing priest (the Libro de buen amor); we may even watch some time-travel movies. We'll read first-person stories of journeys made by real medieval people (Benjamin of Tudela; a woman named Egeria), and study the greatest of all travel routes in the period, the pilgrimage road to Santiago de Compostela, at the very Western edge of what for Europeans was the world. Will we come back the same people from a trip to the end of the world?
SPANISH 459. Don Quijote.Literary and Cultural StudiesSection 001.Instructor(s): Frank P Casa (fcasa@umich.edu)Prerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. Don Quijote es la cumbre de la literatura española y una de las mas importantes de la literatura universal. En ella están presentes tanto los problemas e ideales y problemas de la época de su autor como los de todos los tiempos. La lectura del Quijote es un ejercicio de la mas alta calidad, reconfortante al mismo tiempo que produce una excepcional emocion estetica. El curso tiene como objeto que el estudiante haga una introduccion a la obra que le permita disfrutar tanto de los mundos ideologicos de retórico del Quijote. El estudiante debe leer detenidamente la obra y hacer un trabajo sobre un tema especifico, segun la metodologia que el profesor requiere.
SPANISH 464. Spanish Romanticism.Literary and Cultural StudiesSection 001 – Romanticism in Latin America.Instructor(s): Javier C Sanjines (sanjines@umich.edu)Prerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. National consolidation and romantic novels go hand in hand in Latin America. We will begin this course discussing the notions of ideology, national culture, and social formation. We will then go on to compare three novels of the period: the Uruguayan José Marmol's Amalia (1851), the Colombian Jorge Issac's María (1867), and the Mexican Ignacio Altamirano's El Zarco (1888). Through the study of these three romantic novels we will explore the relationship between fiction, the formation of national states, and the organization of nineteenth-century free trade. Students taking this course should be interested in Latin American politics. Course requirements will include three partial exams (60%) and a final take-home (40%).
SPANISH 470. Latin-American Literature, Sixteenth to Nineteenth Centuries.Literary and Cultural StudiesSection 001 – Retelling the Colonial Period: Fiction, Essay, and the Movies.Instructor(s): Gustavo Verdesio (verdesio@umich.edu)Prerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. This course proposes the study of some paradigmatic colonial texts of North and Latin America in order to compare the different ways in which the Spanish and British empires undertook conquest and colonization. It also purports to show students how colonial history has been retold, throughout the years, by fictional discourses such as novels and films as well as by non-fictional genres. We will begin with Columbus' Diary, the first text to describe American lands. Many a trait found in later texts has its origin in this foundational account. We will also watch a couple of films that retell the story of the "discovery." Cabeza de Vaca's pilgrimage, on the other hand, is the model for what Beatriz Pastor calls the narrative of defeat, where nature and not natives becomes the main and unbeatable enemy. We will watch the movie by Mexican filmmaker Echevarría and compare it to the colonial text. Lope de Aguirre's letter to the king announcing his rebellion will be compared to two films (Aguirre, by Herzog, and El Dorado, by Saura) inspired by his adventures. From John Smith's documents we get an idea about the British methods and project of colonization of America. The film Pocahontas will help us see how Disney portrays, in a sanitized way, the complex story behind this American myth. Walter Raleigh's account is yet another text that documents defeat at the same time it gives a portrait of imperial greed. Shakespeare's The Tempest, Rodo's Ariel and Fernández Retamar's Caliban will help us see the way in which the characters created by the former have served both as symbols of the drama of colonization and as interpretive tools for the explanation of the predicaments of modern Latin America. A course pack with articles and three other films (The Mission, How Tasty Was My Little Frenchman and Prospero's Books) complete the materials to be read and viewed in this course.
SPANISH 475. Latin-American Narrative.Literary and Cultural StudiesSection 001 – Rosario Castellanos and Conflicts in ChiapasInstructor(s): D. MartingPrerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. Conducted in Spanish. (3). (Excl). May be elected twice for credit, but not in the same term. Credits: (3). Course Homepage: No homepage submitted. The armed conflict in Chiapas, Mexico, did not truly begin on Jan.1, 1994, the date often repeated in the media, but may be said to have commenced with the conquest of the region by the Spanish five centuries ago. Without traveling back that far, however, even by staying within the twentieth century, it is possible to gain a certain historical perspective on the contemporary conflict and a greater understanding of the cultures and history of Mexico. In this course, we will look at the works of a feminist writer from the mid-twentieth century, Rosario Castellanos, who wrote about the difficult and complex relations between Spanish speakers and those who spoke indigenist languages in the remote region of Chiapas. Her fictions, poetry, essays and theater are largely studied today for her feminist contributions, a facet we shall also examine. But our main texts are those of the Mexican's works that brought her international attention as a Neo-indigenist writer, that is, a non-Indian who promoted social change and social justice for oppressed native peoples in literature. Ancillary to the study of Castellanos' writings, we will also examine a few journalistic accounts, essays, and testimonios by Mexicans such as Carlos Fuentes, Guiomar Rovira, and others. If possible, other narratives of the region will be compared to Castellanos and the other writings. The class will be largely lecture at first, quickly moving into a discussion format. Each student will give three very brief oral reports, one each on:
The student should make every effort to coordinate these reports so that they provide the student useful information for the research paper on one of the literary works. The grade will be calculated according to the following percentages: 3 oral reports, 10% each = 30%; midterm and final 20% each = 40%; and research paper of 10-15pp., 20%; participation, 10%. Readings: By Rosario Castellanos: Oficio de tinieblas, novela; Ciudad real, cuentos; Balún-Canán, novela corta. By Guiomar Rovira: Mujeres de maíz, periodismo. By Carlos Fuentes, from Nuevo Tiempo Mexicano y otros ensayos.
SPANISH 475. Latin-American Narrative.Literary and Cultural StudiesSection 002 – INDIGENISTA NARRATIVE OF THE ANDES.Instructor(s): Javier C Sanjines (sanjines@umich.edu)Prerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. Conducted in Spanish. (3). (Excl). May be elected twice for credit, but not in the same term. Credits: (3). Course Homepage: No homepage submitted. This course will study three "indigenista" novels and one of the essays of the period. The basic premise of the course is that "indigenista" narrative was written with socio-political aims and anthropological interests. Beginning with the Bolivian novel Raza de bronce, written in 1919 by Alcides Arguedas, the course will focus on the development of "indigenismo," from Huasipungo, by the Ecuatorian Jorge Icaza, to El mundo es ancho y ajeno, by the Peruvian Ciro Alegria. The course will also discuss Jose Carlos Mariategui's Siete ensayos de interpretacion de la realidad peruana, the influential essay written in the 1920s. Students taking this course are expected to be interested in the politics and economics of twentieth-century Latin America. The grade will depend on three short essays (60%) and a final take-home (40%).
SPANISH 485. Case Studies in Peninsular Spanish and Latin American Literature.Literary and Cultural StudiesSection 001 – Erotic Poetry in Twentieth-Century Latin AmericaInstructor(s): Diane MartingPrerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). May be repeated for a total of six credits. Credits: (3). Course Homepage: No homepage submitted. The French philosopher and historian Michel Foucault wrote that sexuality was the obsession of the twentieth century. Eroticism, through not as inclusive a term as sexuality, certainly has seen a great and varied production in Latin America during this time. We will explore themes of gender and ideology in the poems of a series of major figures from a variety of countries and in different styles. Some of the questions to be asked in this term are: how do we read and discuss erotic themes in a classroom? How are erotic themes treated in these poems? How is gender expressed? What does the eroticism mean? What is the cultural value of erotic themes? What does international fame mean when we are discussing the erotic poems by some of the most popular writers, such as Pablo Neruda? What does the variety of mainstream and radical desires say about the poets, their cultures and their genders? To what extent has postmodernism's intermingling of high and low cultures, of intimate and public themes, of international media and local/personal expression changed erotic poetry? Are there differences between erotic poetry and sexual prose that we can ascertain? The two writers on which we will concentrate, Delmira Agustini from the beginning of the twentieth century, and Pablo Neruda from the middle of it, are two classic poets of the erotic genre. In addition, we will examine the poems in an anthology of women writers, and through xeroxes or a copypack, more recent work by men and women. The class will begin with an introduction to formal aspects of reading poetry, then move into discussions of specific poems based on student reports. Students will give a brief oral report on one poem each by Agustini or Neruda, and one on a more recent poet. There will be two required papers, one on either Agustini or Neruda, and one on any other poet covered in the class. These papers should be around 8-10 pp. and ideally will be coordinated with or come from the oral reports. Three partial exams during the term will also be required. Grading scale: two oral reports: 5% each, 10%; 2 partial exams, 20% each, 40%; 2 papers, 20 each, 40%, participation, 10%. Students will also be asked to sign that they know that the course might contain explicit sexual material and are willing to read such assignments, and to discuss and write about them. It will be difficult to offer substitute readings or assignments due to the nature of the class topic. Readings: 1) El placer de la palabra, literatura erótica femenina de América Latina, Antología crítica. Ed. Margarite Fernández Olmos y Lizabeth Paravisini-Gebert. 2) Pablo Neruda, Los versos del capitán; 3) Delmira Agustini, Poesías completas; 4) copypack.
SPANISH 485. Case Studies in Peninsular Spanish and Latin American Literature.Literary and Cultural StudiesSection 002 – Los republicanos españoles en exilo de AmericaInstructor(s): Encarnacion Lemus-LopezPrerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). May be repeated for a total of six credits. Credits: (3). Course Homepage: No homepage submitted. No Description Provided. Check Times, Location, and Availability SPANISH 488. Topics in Hispanic Literatures and Cultures.Literary and Cultural StudiesSection 001 – Don Juan.Instructor(s): Andrew A Anderson (andander@umich.edu)Prerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). May be repeated for a total of six credits. Credits: (3). Course Homepage: No homepage submitted. Of the several legendary or archetypal figures bequeathed to us by Spanish literature – among them the Cid, La Celestina, Don Quijote and Sancho Panza – Don Juan holds a position of prominence. In this upper-level course we will investigate the emergence and development of this figure by reading key Spanish texts in which he is the protagonist. Adopting a broadly historical approach, we will start with Tirso de Molina's El burlador de Sevilla (seventeenth century), in which Don Juan appears for the first time. Next, we will read José Zorrilla's Don Juan Tenorio and José de Espronceda's El estudiante de Salamanca (nineteenth century), while in the latter half of the academic term we will move on to more modern texts, plays, short stories and novels, by Jacinto Grau and Ramón del Valle-Inclán, among others, which offer a diverse range of treatments of this enduring figure. Attention will be paid both to the constants and variables in Don Juan's character and behaviour, and individual authors' treatments of the figure and his actions will be studied in the light of the historical circumstances in which they lived and wrote, showing how different ages essentially produced different Don Juans. Teaching is by a mixture of lecture, class discussion, and some informal oral presentations. Evaluation is by attendance, class participation, and several medium-length papers. The class will be conducted exclusively in Spanish. Regular attendance and active participation are essential to the successful completion of the course.
SPANISH 488. Topics in Hispanic Literatures and Cultures.Literary and Cultural StudiesSection 002 – Language, Selfhood, and Community in Hispanic AmericaInstructor(s): Hugo MorenoPrerequisites & Distribution: Spanish 275 and 276, and three additional 300-level courses. (3). (Excl). May be repeated for a total of six credits. Credits: (3). Course Homepage: No homepage submitted. This course will examine different conceptualizations of the relationship between language, selfhood, and community by analyzing various discourses on Hispanic/Latin/American cultural identity. We will explore the ways in which theories and narratives of cultural identity take for granted particular notions of language, selfhood, and community that are far from indisputable or given. By the end of the course, students should emerge with a critical understanding of a wide range of Hispanic/Latin/American conceptions of cultural identity, and a broad sense of the different notions of language, selfhood, and community that Hispanic/Latin/American theorists and poets have proposed. In this course we will acquaint ourselves with various twentieth-century discourses and critiques of the notion of cultural identity in general, as well as discussions on Hispanic/Latin/American cultural identity in particular. Specifically, we will review theoretical discourses on "el espíritu americano" (Rodó), "la americanía" (Henríquez Ureña), "la expresión americana (Lezama), "la conciencia americana" (Zea), and "Pan-American consciousness" (Saldívar). We will also examine various novels and poems that dialogue with, challenge, subvert, or re-create particular conceptions of "lo hispano/latino/americano." The tentative list includes Neruda's Canto general, del Cabral's Dos cantos continentales y unos temas eternos, Arguedas' Ríos profundos, Méndez's Peregrinos de Aztlán, Cortázar's Libro de Manuel, Hinostroza's Contra Natura, Braschi's El imperio de los sueños, and Bueno's Mar paraguayo. In conjunction with these readings, we will discuss articles by a variety of contemporary scholars that address questions of cultural identity from the vantage points of gender, class, race, sexuality, postmodernism, postcolonialism, and latinamericanism (e.g., Albó, Benhabib, Butler, Calderón, Castro-Gómez, Cornejo Polar, Echeverría, García Canclini, Gilroy, Hall, Hopenhayn, Quijano, Mignolo, Moreiras, Pratt, Richard, Sandoval, and Spivak). This course is reading intensive. Students are expected to participate actively and consistently in class discussions. Course assignments include an oral presentation (5-8 minutes), six response papers (about 2 pages each), and two position papers (10-15 pages).
SPANISH 490. Spanish Honors: Introduction to Literary Studies and Criticism.Literary and Cultural StudiesSection 001.Instructor(s):Prerequisites & Distribution: One 400-level Spanish literature course, and permission of Honors advisor. (3). (Excl). Credits: (3). Course Homepage: No homepage submitted. Independent Study. Introduces the student to the fundamental principles of literary studies as a discipline.
SPANISH 491. Senior Honors Course.Literary and Cultural StudiesInstructor(s):Prerequisites & Distribution: Open only to seniors by permission of the departmental Honors Committee. (3). (Excl). (INDEPENDENT). Credits: (3). Course Homepage: No homepage submitted. Supervised independent studies and a program of selected readings including conferences, term papers or reports, and written examinations.
Graduate Course Listings for SPANISH.This page was created at 7:05 PM on Wed, Oct 10, 2001.
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