French, Italian, and Spanish Placement Tests
If you are planning to take an elementary French, Italian, or Spanish class and you are a new student, freshman or transfer student, or you have not yet begun the elementary language sequence on the Ann Arbor campus, you must take the placement test in order to register for the correct course. You must register for the class into which you have been placed.
If you have registered for a class prior to taking the test, you will still be required to take the test in order to verify that you are in the appropriate level class.
If you have already taken French, Italian, or Spanish 101-232 on the Ann Arbor campus, or if you have already taken the placement test once, you are not eligible to take the test again. For questions regarding the LS&A language requirement, please see a general academic advisor or call POINT-10 (764-6810).
Please Note: With the reduction in the number of classrooms throughout LS&A, departments must limit the number of classes offered between 10 am and 4 pm. There will be more classes open before 10 am and after 4 pm. Please take advantage of the opportunity to register for these classes and avoid the "Lottery" (see 2b below).
1. Try to find a section that will fit into your schedule, since the Department cannot guarantee every student a space in a section of his/her own choice.
However, do not register for a class that you cannot attend. You will not be eligible to override into the section of your choice if you are registered for any section of 101-232, even if you cannot attend that section.
2. As it states in the Time Schedule any registered student who misses one of the first four class meetings will be dropped from the course, thereby leaving some open spaces for those students who have been closed out.
If there is absolutely no section open which
will fit your schedule, you should follow this procedure:
(a) Start attending the section you would like to get into on the first day of class. You will receive a Proof of Attendance form which must be signed by your instructor every day. You must attend a class every day, but it does not need to be the same section. All students must take action at CRISP to make sure their official schedule of courses matches the courses they are taking.
(b) On Wednesday, September 15 at 7:00 p.m., there will be a meeting in the basement of the MLB, rooms to be announced later, for each of the above courses. At these meetings, students will be assigned to remaining vacated spaces in the most fair and equitable manner possible, using a lottery system. At no time, however, will any class be allowed to exceed 25 students. Students must bring their CRISP Official Printout of Classes and the Proof of Attendance form to the meeting!
3. Please note that you will not be allowed to change sections at the French meetings. Beginning Thursday, September 16, Elementary French Language Supervisors will hear requests for section changes and fill those requests to whatever degree is possible.
4. Please ensure when adding with the override that you also add modifiers for pass/fail, etc.
Students who intend to continue a language begun in high school must take a placement test to determine the course level at which they will start their college language instruction. Students who began French at another college or university also take the placement test.
101. Elementary French. Students with any prior study of French must take the Placement Test. Credit is not granted for more than two courses from French 101, 102, and 103. (4). (LR).
The sequence of French 101/102 presents the essential elements of French grammar, vocabulary, and culture which are needed in everyday life to understand French spoken at a moderate speed and to be understood by sympathetic native speakers. Vocabulary and structures are practiced in class primarily through communicative activities stressing listening and speaking. Authentic documents are used to develop reading skills and culture. Cultural awareness and listening skills are further developed through listening and video materials. Classes meet four hours per week in sections of 20-25 students. Daily homework assignments involve studying vocabulary and grammar, writing exercises or short compositions, and practice in listening comprehension. There are several quizzes and tests, as well as midterm and final examinations and speaking tests. Class participation is graded. Cost:2 WL:4
102. Elementary French, Continued. French 101 or equivalent. No credit granted to those who have completed or are enrolled in 103. French 102 is NOT open to students who have begun instruction at the high school level. College or university transfer students who have received credit for one term are encouraged to enroll in French 103. (4). (LR).
See French 101. It is Strongly suggested that transfer students see H.Neu for advice regarding placement in the appropriate course.
103. Review of Elementary French. Assignment by placement test. No credit granted to those who have completed or are enrolled in 102. (4). (LR).
French 103 is a course for students with some prior language study in French, and covers the same material presented in French 101/102. Entrance into the course is by placement, or with the permission of the course coordinator. Because students are expected to be already familiar with some of the material, the course moves at a rapid pace, and students will need to plan on spending at least 8-10 hours each week preparing daily lessons. The objectives and methods of instruction are similar to those of French 101/102. Frequent quizzes (with both oral and written components) are administered to check students' assimilation of material. There are two hourly exams, a final and speaking tests. By the end of the course, students will have a good working vocabulary and strong listening comprehension skills; they should be able to express themselves in French (both in writing and orally) using most of the basic structural patterns in the language. Cost:2 WL:4
231. Second-Year French. French 102, or 103, or equivalent; or assignment by placement test. No credit granted to those who have completed or are enrolled in 112 or 230. (4). (LR).
Students whose last French course was NOT at U of M Ann Arbor must take the placement test. The sequence French 231/232 are the third and fourth terms of language study offered. It presents a comprehensive grammar review, study of finer points of French structure, and the reading of journalistic prose, short stories, and literary excerpts. Both courses include the use of French movies, video, and songs. The proficiency gained by the end of French 232 should enable students to express themselves in French on topics of interest, to understand conversations on such topics. Classes meet four times per week in sections of 20-25 students. Since communicative skills are emphasized daily, regular attendance and active participation are essential. Homework consists of grammar study, written exercises, and laboratory work both audio and video. There are comprehensive coursewide tests as well as the midterm and final examinations. Cost:2 WL:4
232. Second-Year French, Continued. French 231 or equivalent; or assignment by placement test. No credit granted to those who have completed or are enrolled in 112 or 230. (4). (LR).
In French 232, students will continue to improve speaking, writing, reading and listening skills by reviewing vocabulary and grammar from the second half of the book Ensuite. There will be short weekly readings (advertisements, literary excerpts, and short stories) as well as class discussions of French cuisine, the French socialized medical system, and immigration. Throughout the term, students will listen to French songs, see several videos (from French television) as well as two French movies. Classes meet four times per week in sections of 20-25 students. Since communicative skills are emphasized, daily, regular attendance and active participation are essential and will be included in the final grade. There will also be listening comprehension quizzes, 2 in class compositions, 2 course-wide tests, a reading test, a midterm, and a final examination. Cost:2
240. French and Francophone Topics in Translation.
Taught in English. A knowledge of French is not required.
Section 001 – The Getting of Wisdom. How have education and growing up been considered in French culture? Since the Renaissance (when the issue was raised as a question: which is better, a well filled head or a judicious mind?), there has been steady oscillation between an idea of education as social reproduction (involving authority and control) and a search for wisdom through self-discovery and self-development. With these alternatives in mind we'll read some key texts and consider some important films. Lectures and discussions (in proportions dependent on class size). Writing: a regular journal and two short papers. All reading and writing in English. (Some knowledge of French helpful but no required.) No midterms or finals. Texts by (some of) Laclos, Rousseau, Stendhal, Flaubert, Rachilde, Colette, Gide, Schwarz-Bart, Chraïbi, Rancière. Films by (some of) Vigo, Malle, Kurys, Jutra, Varda. Cost:2 WL:4 (Chambers)
250. First-Year Seminar in French and Francophone Studies.
Fourth-term proficiency (French 232). (4). (HU).
Section 001 – French and Francophone Literature and Film, Media, and Culture. This course introduces students to the cultural productions of the French-speaking world and explores questions of subjectivity and otherness in the context of contemporary reflections on representations and discourse. The relationship between cultural expression and interpretation is examined by both categories (discourse and representation). The objective is twofold: (1) to determine the social character; and (2) to propose an explanation for the relevant denial of the social character of this relationship. Throughout the course several different methods of interpretation of culture are examined in order to establish a coherent critical perspective which would enable us not just to understand what is at stake in cultural interpretation, but also to comprehend their political and social basis. (Ekotto)
Section 002 – Invitation au Voyage. In this course we will explore the theme of travel in fictional and nonfictional works from 17th century France to the present. Questions to be answered include: Why do people travel? Have these reasons changed over time? What do people observe when they visit another place? How and why do they record their impressions and thoughts? What role does travel play in the development of France's national identity? We will examine a variety of literary genres including journals, letters, essays, and novels. Emphasis will be placed on developing tools for literary analysis and proficiency in written and spoken French. This course will be taught in French; proficiency in written and spoken French required. (Beasley)
270. French and Francophone Literature and Culture.
French 232. (4). (HU). May be repeated for a total
of 8 credits.
Section 001 – Disease and Community. This course will study how various concepts of health and disease have been used throughout French literary, social and political history. What is normal and what is deviant? What are the links between medical science and literature? How was medicine used to define race and sexuality? If disease can be used as exclusion, can it also be used in a positive way? What is the AIDS crisis telling us about French society? Oral presentations and short papers. Readings: Montaigne, "D'un enfant monstrueux"; Chateaubriand, Atala - René; Zola, Thérèse Raquin; Maupassant, "Le Horla"; Excerpts from Drumont, La France Juive, and Barres on "the Orient"; Gide L'Immoraliste; Alain Emmanuel Dreuilhe, Corps-à-corps: journal de sida. There will be various documents on antisemitic iconography, colonialism and other related topics and various documents on AIDS, including newspaper and magazine articles, political writings, etc. If possible there will be a film, adapatations of Zola, Gervaise or La bête humaine or Germinal, and Cyril Collard, Les nuits fauves (Caron)
Section 002 – Le Masculin, Le Féminin, Le Texte. This course will explore issues relating to both male and female identity within the context of French-speaking literature and film. Questions to be raised include: How have masculinity and femininity been represented in fictional texts? Can one speak of a style of writing that is particular to women or to men? To what extent are writers aware of their gender? What influence have various historical and literary movements had on gender? How is sexuality linked to gender? While this course will in no way attempt to survey French literature, it will pull texts from different historical periods and literary genres so as to examine how definitions of gender identity have changed (or not changed) over time. As a major goal of the course will be linguistic development, we will work on linguistic expression in a general sense, and also on the vocabulary needed to discuss the topics of the course. (Reeser)
272. French and Francophone Film, Media, and Culture. French 232. (4). (HU).
This course will focus on the economic, political, and social interconnections between Francophone and European cinema in the postcolonial context of the late 20th century. The course will be provide an introduction to media studies as well as the technique of film analysis. A strong emphasis will be placed on student participation in class discussions, vocabulary development, and writing skills. We will study Francophone films from Africa, the Maghreb, the Caribbean, and Canada; and look at some of the important regional festivals and some of the emerging commerical television programming that contribute to a growing media culture in these countries. (Yervasi)
274. French and Francophone Societies and Culture.
French 232. (4). (HU).
Section 001 – Young People in France. What are the interests of young people in France? What problems do they perceive as most pressing? We will look at different sources and points of view in order to begin to answer these questions pertaining to personal and societal issues, such as leisure activities; the impact of AIDS; rising unemployment; Europe and national identity. Articles, excerpts from contemporary novels, TV programs, and movies or movie excerpts will be used both as sources of information and as examples of different ways of using facts to illustrate and defend or dismiss an opinion. All discussions, readings and writings will be in French. Part of the students' responsibility will be to carry out their own research on a topic of interest to them. Equal emphasis is given to oral and written work. (Belloni)
Section 002. Subgroups within societies have always existed for reasons of security, exclusion or inclusion, identity, economics, power, and so on. These groups may be based on race, geography, religious belief, education, ethnicity, or other factors. We will examine first what defines a "community" in French society, looking at such subgroups as a Parisian quartier, a Caribbean island, a social class, or an immigrant group, all of which contain subgroups of their own. Excerpts from Imagined Communities (Anderson) will form the basis for our discussion. We will then explore communities in 19th and 20th century fictional and nonfictional texts, including excerpts from: Le Père Goriot (Balzac), Evidences Invisibles (Carroll), Poetry, short stories, and films by Caribbean and African writers such as Césaire, Zobel, Condé, Guidebooks, and Current French magazine/newspaper articles. Class discussions and readings will be primarily in French. Assignments will include writing exercises, small group discussion, and an oral presentation to develop French language communication skills. (Smucker)
367/368/369 Introduction to French Literature.
The objective of this series of courses is to acquaint students with significant literary works and literary theories drawn from the entire range of French literature. Each work is analyzed (in French) individually for its own merit and is then placed within the context of its period. Students are asked to read carefully the assigned works, to reflect on them, and to express their reactions and ideas in class. The instructor holds class discussions, points out the artistic values of the work, and attempts in many cases to show the evolution of literature as it reflects various external factors. Grades may be based on discussions, papers, and a midterm and/or final examination.
368(388). Enlightenment, Revolution, and Romanticism. French 232, and 8 credits in courses numbered between French 250 and 299. (3). (HU). May be repeated for a total of 6 credits.
This course will focus on a representative work of five of the most important writers of the period in question, namely Rousseau, Stendhal, Balzac, Baudelaire and Sand. Emphasis will be placed on the literary and thematic aspects of the works read, together with appropriate consideration of their historical, political and cultural context. A typical assignment will consist of reading some twenty pages of a given work and preparing to discuss them in class. Students will write four papers in French (three of four pages in length) during the course of the term. Each paper will be corrected for grammar, choice of expression and content. The course grade will be based on the results of written work and on classroom participation. Regular attendance is required. The course will be conducted in French. WL:4 (Gray)
369(389). Literature, History, and Culture of Modernity.
French 232, and 8 credits in courses numbered between
French 250 and 299. (3). (HU). May be repeated for a total of
Section 001 – Circulation and the City This course will explore the notions of circulation as they pertain to the specific phenomenon of urban Modernity from the mid-19th through 20th centuries. Some of the questions that will preoccupy us during the semester include: How is circulation addressed in the architecture and infrastructure of the city, above ground (buildings, boulevards) and below (subways, sewers)? How is the circulation applied to the crowd or to mobs? Why is Paris most often represented as the center of urban Modernity? In what ways does circulation apply to print culture and art? To photography and cinematography? How does Modernity take into consideration scientific or industrial advances that enhance the ease of reproduction and distribution in the media and visual arts? How does literary circulation differ from filmic circulation? We will examine thes questions through the study of literary texts (poetry, short stories, novels), architecture, history, urban development, photography and cinema, as well as their mutual influences on the culture of Modernity. (Yervasi)
378. Studies in Genre. French 232, and 8 credits in courses numbered between French 250 and 299. (3). (Excl).
This course studies poetry in the French tradition and its development in the 20th century. We will begin by studying formal and thematic aspects of traditional French verse before the 20th century, look briefly at the avant-garde innovations of certain poets at the turn of the century. and then study in depth a series of 20th century poets through individual presentations. It is intended for students who have completed two 300-level French courses or equivalent under the course numbering system used through last year. Students are expected to attend class regularly, keep a journal of readings, prepare an oral and written report on a 20th century French poet, and write a portfolio of poems in French. Texts include a selection of classical verse (Racine's Phedre ); poetry of Baudelaire and Apollinaire; and some secondary reading on poetry and on Baudelaire. The course is conducted in French and maximizes student speaking through discussion, small-group work and individual presentations. Cost:3 WL:4 (Graham)
379. Studies in Gender and Sexuality. French
232, and 8 credits in courses numbered between French 250 and 299. (3). (Excl). May be repeated for a total of 6 credits.
Section 001 – Sexual Identities in Modern French Culture. This course invites students to explore the complexities of sexual identity and gender in 20th century French literature and culture, through an analysis of both fictional and theoretical representations of sexuality. Readings will be drawn from a variety of genres: the novel (Proust, Colette, Duras), poetry (Eluard), and drama (Genet). Theoretical readings will include texts by Barthes, Kristeva, and Cixous. In addition, we will examine representations of sexuality in popular culture (songs and advertisements) and film (Truffaut, Ackerman). Evaluation will be based on four written essays and participation in class discussions (in French). Cost:2 WL:4 (Clej)
450(460). Special Studies. Three courses
in French numbered 300 or above. (3). (Excl). May be repeated
Section 001: The Medieval Storyteller. An introduction to the craft of the medieval storyteller, studied in the body of stories, myths and legends circulated in 12th and 13th century France. We will be concerned both with the perennial themes of tales (sexuality, religion, death, transgression) and with how each telling of a tale reveals a specific cultural and historical moment. We will read a collection of medieval French short fiction, in modern translation, including Lais, Fabliaux, exemplary stories, and selections from Marguerite de Navarre's Heptameron. There will also be some secondary reading (historical and psychological background). Required work: active participation in class discussions, midterm exam, two 5-page analyses of single stories, and a 10-page final paper and oral presentation. Cost:3 WL:4 (Graham)
463(453). Literature of the Seventeenth Century. Three courses in French numbered 300 or above. (3). (Excl).
The history of dramatic literature numbers four great creative periods: the fifth century B.C. in Greece, the Elizabethan age in England, the Golden Age in Spain, and the 17th century in France. This had the particular distinction of establishing in both tragedy and comedy a tradition which was to determine the subsequent development of European drama. This course will focus on the works of the three most important and seminal dramatists of the time, the tragedies of Corneille and Racine and the comedies of Molière, first of all as literary texts, but also in relation to the social and political context of 17th century France. Grades will be based on class room participation (regular attendance is required), and on three papers (5-8 pages each) on assigned topics. The course will be conducted in French. WL:4 (Gray)
466(457). Literature of the Twentieth Century. Three
courses in French numbered 300 or above. (3). (Excl).
Section 001 – 20th Century: Gay Male Cultures. This course will focus on some of the most famous names and trends in gay male culture, literature and film in twentieth-century France. Several of the authors we will read are in fact major names in twentieth-century high culture, which seems to indicate an ambiguous relationship between gay male identity and mainstream culture. Texts will be read in their social contexts such as Parisian life in the 1920s, the revolutionary politics of the 1970s, or the AIDS crisis. Among other issues, the course will explore the difficulties in defining a gay community in France, the resistance to identity politics, the ambiguous relationship between gay men and North Africa, notions of homosexuality as subversive, the reasons for the denial of AIDS until the late 1980s, etc. Literature: Gide, L'immoraliste and parts of Corydon and Si le grain ne meurt; Proust, Sodome et Gomorrge; Genet, Journal du voleur; Hervé Guibert, Le Protocole compassionnel; and excerpts from Renaud Camus, Tricks; Guy Hocquenhem, Rachid O, L'Enfant ébloui. (Caron)
111. First Special Reading Course. French 111 and 112 are designed for juniors, seniors, and graduate students interested in gaining a reading knowledge of the language. Completion of French 111-112 does not satisfy the LS&A language requirement. May not be elected for credit by undergraduates who have received credit for college French. No credit granted to those who have completed or are enrolled in 101, 102, or 103. (4). (Excl).
This course is for undergraduate and graduate students who wish to gain a good reading knowledge of French in one term. The essentials of French grammar as well as vocabulary and idioms are presented for recognition, followed by extensive translation and sight-reading exercises on materials taken from both humanities and sciences. The skills gained in the course should enable students to read technical writings of moderate difficulty. Toward the end of the term students select an article or a chapter of a book in their field of interest for outside reading. Classes meet four times per week in sections of 20-25 students. There are weekly quizzes as well as course-wide midterm and final examinations. Cost:2 WL:4
235(361). Advanced Practice in French. French 232 or equivalent. May not be included in a concentration plan in French. (3). (Excl).
French 235 uses a cultural content as a basis for oral and written communication. It is a content course in which current problems and issues in French society are studied through readings (textbook; newspaper and magazine articles; a collection of political cartoons commenting on issues such as the educational system, sexism, immigrants and racism); videos (documentaries, news programs, exposés on current issues), and films. The course focuses on developing students' ability to support opinions orally and in writing in a coherent manner. Students gain experience by working through texts in class and through class discussion, three oral presentations, and three medium-length papers. The final examination is an individual oral presentation. Active participation counts for 20% of the final grade. Cost:2
335(371). Composition and Stylistics. French 232, and 8 credits in courses numbered between French 250 and 299. (3). (Excl).
The main objective of the course is to develop the skills necessary to writing correct, fluent French. In order to achieve it we will work on three levels: (a) development and reinforcement of correct grammar through presentation of specific syntactic problems, practice exercises, and individual diagnosis of students' writing; (b) development of vocabulary (elimination of faux-amis, finding "le mot juste"); (c) development of quality in composition from imitation to creation (learning how to organize an essay and how to write in tight sparse prose). Students are expected to write frequent essays. In the second half of the term, each student will work on his/her own diary (journal). Final course grade will reflect the students' progress, and participation in class. This course is elected primarily but not exclusively by students concentrating in French. No Auditors. (Gabrielli)
438(428)/Rom. Ling. 456/Educ. D456. Topics in Learning and Teaching French. French 232, and 8 credits in courses numbered between French 250 and 299. (3). (Excl).
The purpose of this course is to present methods of teaching secondary level foreign languages. The course is designed for prospective middle and high school teachers who are competent in their language skills and now seek to focus that competency into a personal teaching style in a foreign language classroom. Issues such as curriculum development and instructional models of teaching will be addressed. Throughout the course, students will actively and reflectively practice their teaching skills in preparation for effective student teaching. Please note that this course should be taken by students enrolled in the teacher certification program at the School of Education, and preferably the term just prior to student teaching. (Coolican)
101. Elementary Italian. (4). (LR).
This course has as its primary objective the acquisition of a fundamental understanding of basic Italian grammar with parallel emphasis on conversation. Text, workbook and lab manual required; Italian 101 covers the first one-third of the text. Course topics include: (1) fundamental sentence structure, (2) verb conjugations, (3) adjectives, adverbs, and sentence agreement, and (4) nouns, pronouns, and conjunctive pronouns and their position. Methods of instruction include: (1) grammar drill, (2) conversation exercises, (3) translation both oral and written, (4) videos, and (5) quizzes. Grading is based on quizzes, class participation, midterm, and a final examination. Cost:2 WL:1
102. Elementary Italian. Italian 101 or equivalent. (4). (LR).
This course continues the presentation of the essentials of the Italian language and attempts to broaden the student's knowledge of Italian life and culture. Conversation in the language is also emphasized. The course covers the second third of the text with workbook and lab manual; readings supplements this set of texts. Course topics include a continuation of Italian grammar; use of idiomatic expression; the culture, geography, and everyday life of Italy; and conversation topics that encourage discussion. A variety of instructional methods are used: grammar presentation and exercises, readings in Italian (dialogues, short articles in Italian newspapers, and magazines), videos, original writing and oral discussion. Grading is based on class participation, quizzes, midterm, and a final examination. WL:1
205. Italian Conversation for Non-concentrators. Italian 102 or equivalent. (1). (Excl). Offered mandatory credit/no credit.
Italian 205 emphasizes fluency and self-expression in conversational Italian. This course is for students who have had at least two (2) terms of Italian and are interested in acquiring a certain facility with the spoken language. Class work consists of reading materials from various sources which will be discussed in class. Class will meet twice a week. There are no examinations, and the grading is on a credit basis only. Success in the course is determined on the basis of attendance, homework and participation in classroom activities. Cost:1 WL:1
231. Second-Year Italian. Italian 102 or equivalent; or permission of course supervisor. No credit granted to those who have completed 112 or 230. (4). (LR).
This course reviews grammar, introduces students to standard modern Italian through the reading of magazine and newspaper articles, short stories, plays and poetry, and through the viewing of video presentations, and increases student facility in writing and speaking Italian. Compositions are required and are based upon reading or other topics of interest. Class discussions and oral reports center on readings or current events. Grading is based on class participation, compositions, quizzes, a midterm, and a final examination. Cost:2 WL:1
232. Second-Year Italian, Continued. Italian 231 or permission of course supervisor. No credit granted to those who have completed 112. (4). (LR).
This course aims at a further development of each student's reading and speaking knowledge of Italian, including increased facility in both conversation and oral comprehension. There is a continuing review of grammar, and the elements of composition. Various genres of literature are read and discussed, and occasional short papers are required on these or other related topics. Oral reports on various topics are also required. Grading is based on short papers, class participation, quizzes, a midterm, and a final examination. Cost:2 WL:1
359. Italian Culture and History to the Eighteenth Century. (3). (HU).
The course, which will be taught in English, aims (1) to familiarize students with the major texts of the Italian Medieval and Renaissance worlds; (2) to introduce students to the historical and cultural changes of the period; and (3) to understand the shift from Medieval to Renaissance culture. Texts to be read include: selections from St. Francis, Sicilian poetry, Michelangelo, Vittoria Colonna, Gaspara Stampa, Castigione, and Tasso, Sweet New Style, Dante's Vita Nuova and Inferno, Petrarch, Boccaccio, Ficino, Alberti, Pico della Mirandola, Michelangelo. While not essential, a working knowledge of Italian is useful. Cost:2 WL:4 (Frisch)
361. Intermediate Italian. Italian 232 or equivalent. (3). (Excl).
All the basic skills of the language will receive attention in this course, the primary goal of which is the improvement and refinement of oral, reading and writing proficiency. Review of difficult points of grammar will be taken up when necessary, but the major concentration will be on class discussion of short reading materials ranging from newspaper and magazine articles, short fiction and poetry to polemic essays on contemporary cultural, political and social topics. Short essays will be part of the regular assignments, as will occasional prepared oral presentations, and translations. The variety of the materials covered will be as broad as possible to introduce students to the several different writing styles and manner of presentation of the language. The course will be conducted in Italian and will meet three hours weekly. Cost:1 WL:1
420. Topics and Themes in Modern Italian Literature. One literature course (in any field); knowledge of Italian is not required. (2-3). (Excl). May be repeated for a total of 9 credits.
This course will focus on the relation between literary and cinematic versions of three modern novels: Giovanni Verga's The House by the Medlar Tree (and Luchino Visconti's film La terra trema), Giuseppe Tomasi di Lampedusa's The Leopard (and Visconti's Il Gattolpardo), Mario Puzo's The Godfather (and Francis Ford Coppola's Godfather trilogy). In each case, the rapport between literature and film will be examined with an eye to the central area of representation in all three instances, which is to say to the image of Sicily in relation to Italy and eventually to the United States. There will be two short papers and a final exam. Class meetings will be conducted in English, with readings either in English or in Italian depending on the background of the students. (Lucente)
101. Elementary Portuguese. (4). (LR).
This course is designed to give students the ability to understand the Portuguese of everyday life when spoken at a moderate speed, to be understood in typical situations of everyday life, and to read non-technical Portuguese of moderate difficulty. Because of the nature of the materials and the nationality and training of the present staff, students will learn the variety of Portuguese spoken in Brazil by educated speakers. Classroom work involves gradual introduction of Portuguese structure through dialogues and communication exercises which stress listening and speaking. Homework consists of studying grammar, memorizing structures and verb forms and writing exercises. Grading will be based on six twenty minute quizzes, two partial exams, oral exercises, homework, class participation and attendance and a final exam. Portuguese 101 is offered only in the Fall Term. Cost:1
231. Second-Year Portuguese. Portuguese 102 or equivalent. (4). (LR).
Second year Portuguese is designed to improve and expand the work done in Portuguese 101/102. (See description above.) It aims at perfecting writing and speaking skills, and giving students a deeper understanding of the literature, history, and culture of the Portuguese-speaking world. Classroom work involves an intensive grammar review, the study of finer points of Portuguese grammar as made necessary from daily observation of students' writing and speaking performances, oral presentations and discussion of short stories, texts and videos. Homework involves studying grammar, preparing oral presentations, and writing guided essays. Grading is based on quizzes, oral presentations, essays, class participation and attendance, and a final exam. Portuguese 231 is only offered in the Fall Term. Cost:1 (Fedrigo)
413/Spanish 413/Educ. D455. Teaching Spanish/Applications of Linguistics. Permission of concentration advisor. (3). (Excl).
See Spanish 413. (Carbon-Gorell)
456/French 438/Educ. D456. Topics in Learning and Teaching French. French 232, and 8 credits in courses numbered between French 250 and 299. (3). (Excl).
See French 438. (Coolican)
Students who intend to continue a language begun in high school are given a placement test to determine the course level at which they will start their college language instruction. Students who began Spanish at another college or university must also take the placement test.
101. Elementary Spanish. (4). (LR).
Course objectives: the first part of an introduction to the Spanish language and culture; task-based approach develops proficiency by integrating 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 materials incorporated. Goals: Students completing Spanish 101 will have heard 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 is essential. Participation in class includes asking and answering questions, initiating discussion, role playing and other situational activities. Grade based on oral participation, homework/lab assignments, chapter tests and a final exam. Cost:3 WL:4
102. Elementary Spanish, Continued. 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).
Course Objectives: Introduction to Hispanic language and culture; task-based approach develops proficiency by integrating 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 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; write simple correspondence and short compositions on familiar topics, with good control of basic sentence structure. Work requirements/ Evaluation criteria: Regular attendance is essential. Participation in class includes asking and answering questions, initiating discussion, role playing and other situational activities. Grade based on oral participation, homework assignments, weekly oral and written quizzes, chapter tests and a final exam. Cost:3 WL:4
103. Review of Elementary Spanish. Assignment by placement test or permission of department. No credit granted to those who have completed or are enrolled in 102. (4). (LR).
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 would elect Spanish 103 if they have completed the equivalent of Spanish 101 elsewhere. Course Objectives: Introduction to the Spanish language and culture; task-based approach develops proficiency by integrating 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 materials incorporated. Goals: Students completing Spanish 103 will have heard 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 communications 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 is essential. Participation in class includes asking and answering questions, initiating discussion, role playing and other situational activities. Grade based on oral participation, homework/lab assignments, chapter tests and a final exam. Cost:3 WL:4
231. Second-Year Spanish. Spanish 102, or 103, or the equivalent; or assignment by placement test. No credit granted to those who have completed or are enrolled in 112 or 230. (4). (LR).
Course Objectives: Introduction to Hispanic language and culture; task-based approach develops proficiency by integrating 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 materials incorporated. Goals: Students completing Spanish 231 will speak in spontaneous conversations involving everyday topics, observing basic courtesy requirements; understand gist of one-way communications like radio and television; read for practical information; write simple correspondence and short compositions on familiar topics, with good control of sentence structure. Work requirements/Evaluation criteria: Regular attendance is essential. Participation in class includes asking and answering questions, initiating discussion, role playing and other situational activities. Grade based on oral participation, homework assignments, weekly oral and written quizzes, chapter tests and a final exam. Cost:3 WL:4
232. Second-Year Spanish, Continued. Spanish 231 or the equivalent; or assignment by placement test. No credit granted to those who have completed or are enrolled in 230 or 112. (4). (LR).
Course Objectives: Organized around four themes: Tradition and Change, Cultural Contrasts, Human Rights, and Women and Society to develop cultural awareness and formulate opinions on a variety of contemporary issues through reading, discussion and writing. Grammatical concepts considered within a functional whole; students responsible for home study of individual points. Classroom activities stress communication across the four skills with a strong oral/written component. Video, audio cassette, and computer materials incorporated. Work requirements/Evaluation criteria: Regular attendance is essential. Participation includes asking and answering questions, initiating discussion, role playing and other situational activities. Pre- and post-reading activities take place in class; reading activities done at home. Writing samples prepared in class and at home. Grade based on oral presentations, classroom participation, homework assignments, periodic oral and written quizzes, four chapter tests, and a final exam. Cost:3 WL:4
Spanish 111 and 112 are designed for juniors, seniors, and graduate students interested in gaining a reading knowledge of the language.
307/Amer. Cult. 307. Spanish for U.S. Latinos. Basic knowledge of Spanish language or permission of instructor. (3). (Excl). This course does not satisfy the language requirement.
See American Culture 307. (Aparicio)
358. Spanish Conversation for Non-Concentrators. Spanish 232 or equivalent. No credit granted to those who have completed or are enrolled in Spanish 361 or 362. A maximum of six credits of Spanish 358, 361, and 362 may be counted toward graduation. (3). (Excl).
Spanish 358 is a practical Spanish conversation 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.
361. Grammar and Composition. Spanish 232 or equivalent. A maximum of six credits of Spanish 358, 361, and 362 may be counted toward graduation. (3). (Excl).
Spanish 361 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 translations 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 conducted exclusively in Spanish. The final grade is based on compositions, exams and participation in class discussions or presentations.
362. Reading and Composition. Spanish 361 or equivalent. A maximum of six credits of Spanish 358, 361, and 362 may be counted toward graduation. (3). (Excl).
Spanish 362 is intended to improve student's 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 required. Classes are conducted exclusively in Spanish. The final grade is based on compositions, exams and participation in class discussions or presentations.
411. Advanced Syntax. Spanish 361 and 362. (3). (Excl).
Advance analysis of various aspects of Spanish syntax: word order, morpheme order, sentence formation rules; some morphology; some dialectology; some history of the language. Research project, midterm and final exams are required. WL:3,4
413/Rom. Ling. 413/Educ. D455. Teaching Spanish/Applications of Linguistics. Permission of concentration advisor. (3). (Excl).
Goals: to prepare students for a professional career, teaching about current issues in foreign/second language acquisition theory and in teaching methodology, and to give practical classroom techniques regardless of level or genre. Course objectives: (1) gain a knowledge of foreign/second language acquisition theories; (2) understand the principles of proficiency as applied to second-language acquisition; (3) establish curricular models for language programs; (4) become familiar with various methodologies and teaching approaches, and examine them in context of a proficiency orientation; (5) become familiar with task-based classroom techniques designed to develop listening, reading. speaking, and writing skills; (6) become familiar with techniques to incorporate culture into the language classroom; (7) develop error correction strategies; (8) critically examine materials in the context of a proficiency orientation. Work requirements/Evaluation criteria: class participation; journal review; three class observations; two written exams; four-skills portfolio; textbook evaluation review. Cost:3 WL:4 (Carbon-Gorell)
371. Introduction to Spanish Literature. Spanish 361. Spanish 362 recommended. (3). (HU).
Students in this course will have the opportunity to deepen their knowledge of the past through study of Spanish Medieval, Renaissance and Baroque literature. The course, conducted in Spanish, will focus on the main literary genres of the literature of Spain from its origin until the Baroque era. The readings will be: selections from the Poema de Mio Cid y Romances, Coplas by Manrique, Cuento del Villano del Danubio by Antonio de Guevara, Lazarillo de Tormes, Gitanilla by Cervantes. Throughout the course students will be required to do several textual exercises, translations, and one research paper under the guidance of the professor, as well as to take a midterm and final exam. (López-Grigera)
372. Introduction to Spanish Literature. Spanish 361. Spanish 362 recommended. (3). (HU).
The late eighteenth-century and the 1930s mark the two extremes of the period represented in this survey of modern Spanish literature. The course will thus lay a good historical foundation for further Spanish courses and for comparisons to readings from other literatures. Essays, plays, poems and novels are analyzed as individual works for the beginning student, an effort is made to show how the works exemplify their cultural context ranging from the Enlightenment through Romanticism, Realism, Generation of '98 to Symbolism. Representative authors who may be studied are Moratin, Larra, Bécquer, Galdós, Unamuno and Lorca. The class format is basically recitation, but lecture and reports will also be used. Exercises consist of periodic tests, midterm and final paper, and final exam. The course is conducted in Spanish. (Hafter)
373. Topics in Spanish Literatures. Spanish
361. Spanish 362 recommended. (3). (HU). May be repeated for credit.
Section 001 – Spanish Metatheater. 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 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 entirely in Spanish, will be by lecture and class discussion. Active participation is expected. Evaluation will be by attendance and three medium-length papers. Cost:3 WL:4 (Anderson)
374. Monographic Studies in Latin American Literature.
Spanish 361. Spanish 362 recommended. (3). (HU).
May be repeated for credit.
La novela indigenista. Después de la conquista espa – ola, en las regiones donde se desarrollaron las grandes civilizaciones Azteca, Inca y Maya se produjeron procesos culturales y sociales diferentes a otras regiones de Latinoámerica por la notable presencia indígena. Desde el siglo XIX la novela indigenista se constituyó en el mas importante género literario donde se trataron de plantear una serie de propuestas sobre los herederos de las grandes civilizaciones indígenas en las nuevas repúblicas latinoamericanas. En este curso vamos a trabajar las novelas en las que escritores blancos y mestizos se aproximaron a las culturas y problemas indígenas durante el siglo veinte en los Andes Centrales (Bolivia, Ecuador y Perú) y Mesoamérica (Sur de México y Guatemala) para dise – ar culturas y proyectos nacionales. Asimismo, vamos a abordar las reacciones que las propuestas de la novela indigenista generaron en escritores no indigenistas. Luego de una aproximación panorámica a las fundaciones culturales, geográficas, históricas, sociales y políticas de Latinoamérica y, en especial, de los Andes Centrales y Mesoámerica, definiremos las novela indigenista, analizaremos los diferentes proyectos sobre lo indígena y rastrearemos su desarrollo en el presente siglo en relación a otras tradiciones narrativas latinoamericanas. Para ello, leeremos Huasipungo de Jorge Icaza, Hombre de maíz de Miguel Angel Asturias, Los ríos profundos de José Mariá Arguedas y Balún Canán de Rosario Castallanos. Al final del curso leeremos El hablador de Mario Vargas Llosa como una parodia de la novela indigenista. La evaluación del alumno se hará en base a dos ensayos cortos, un exámen final ("take home") y las intervenciones en clase. (Zevallos-Aguilar)
375. Civilizaciòn de Espa – a (Spanish Civilization). Spanish 361. Spanish 362 recommended. (3). (Excl).
This course will focus on some current issues that confront Spanish democracy. Social, economic, political and cultural aspects of Spanish life will be discussed. For example, what do the Spanish people think about abortion or the relationship between the Church and the State? How has the Spanish economy changed since Spain's entry into the European Union? Are the Spanish people satisfied with their monarchy and the present socialist government? What do the Spaniards think changed when Spain joined NATO. How did the cultural life improve after the death of the dictator Francisco Franco? The objective of the course is to discuss the contemporary problems as well as the historical origins of these and other questions and to expose students to the perspective that the current democracy introduced. The course will cover information about these issues through readings and lectures. The goal is to stimulate critical thinking by the students and discussion in the class. WL:4 (Calvo)
387. Social Forces and Literary Expression in Golden Age Spain. Spanish 361. Spanish 362 recommended. Not recommended for students who have taken Spanish 371. (3). (HU).
This course will deal with several aspects of Spanish society during the XVI and XVII centuries. In particular we will deal with its social structure, religious and political conflicts, the coming of the Inquisition, the relationship between the monarchy and its subjects. Readings will be taken from various sources as well as from literary texts. Required work: regular attendance, class participation, three essays and a final examination. (Casa)
388. Spanish and Spanish-American Literatures Today. Spanish 361. Spanish 362 recommended. (3). (HU).
This course will explore the cultural production of the Post-Franco period, 1975-1994. We will read and discuss short stories, poetry, and drama. In addition, we will view four films and survey recent issues of cultural magazines. Discussions of these works will focus on problems of identity: on constructions of gender and relations of self and other. Emphasis will also be placed on the basic analysis of cultural texts. Major assignments include three short analytic papers (3-5 pages each), two exams, and an oral report on a contemporary cultural magazine. Evaluation will be based on written assignments as well as class participation. Discussions will be conducted in Spanish. Cost:2 WL:1 (Highfill)
450. Middle Ages. Spanish 361 and three
courses chosen from among Spanish 371-387 or equivalent. (3).
Section 001 – Adventures in the Middle Ages. This course proposes an intellectual adventure: an exploration of the distant world of the Iberian Middle Ages from the 11th to the late 14th centuries. Our readings will imitate the adventurous nature of the course, dealing as they do with adventures in love, war, and intellectual exploration. We will watch heroes of both genders prove themselves in battle, travel, and bed (in the story of the Siete infantes de Lara, the Libro de Apolonio, & the Libro de buen amor ); we will read short and sassy tales against mortal women (the Libro de los enga – os de las mujeres ) and in praise of the Virgin Mary (Berceo's Milagros de Nuestra Se – ora ). Works will be read in modern Spanish, with an occasional adventurous foray into the original medieval language. Requirements: Course journal; midterm and final paper; midterm & final exams; active, engaged class participation. Cost:3 WL:1 (Brown)
457. Trends of Golden Age Thought. Spanish 361 and three courses chosen from among Spanish 371-388 or equivalent. (3). (Excl).
Durante los siglos XVI y XVII, Espa – a se hizo eco de las corrientes de pensamiento del resto de Europa, aunque, como país meridional y católico, con ciertas características propias. Se estudiarán: la presencia del Renacimiento desde mediados del siglo XV; del XVI, el influjo del humanismo cristiano procedente del erasmismo y de "corrientes espirittuales afines," tanto en las teorías pedagógicas, como religiosas y políticas; el neo estoicismo a fines del XVI y primera mitad del XVII; y el "pre-iluminismo" de hacia 1680. Se leerán textos de Juan Luis Vives, Antonio de Guevara, Fernán Pérez de Oliva, Santa Teresa, Fray Luis de León, Fray Luis de Granada, Quevedo, Gracián y Francisco Santos, entre ortos. La evaluación del alumno se hará sobre 2 ensayos, el examen final y las intervenciones en clase. (López-Grigera)
459. Don Quijote. Spanish 361 and three
courses chosen from among Spanish 371-388 or equivalent. (3).
Don Quijote es la cumbre de la literatura espanola y una de las mas importantes de la literatura universal. En ella estan presentes tanto los problemas e ideales y problemas de la epoca 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 ideologios de retorico del Quijote. El estudiante debe leer detenidamente la obra y hacer un trabajo sobre un tema especifico, segun la methodologia que el professor require. (Cása)
463. Spanish Literature of the Eighteenth Century. Spanish 361 and three courses chosen from among Spanish 371-378 or equivalent. (3). (Excl).
Spain found itself in disarray and in evident decline in the late seventeenth century. She was drained of resources, population, and energy after the immense exertions in the Americas, and the European wars against Turk and Protestant. How, then, did this once great imperial power adjust to the rationalist challenges of the Enlightenment? Fortunately, the century that boasted a genius loke Goya produced first-class thinkers like the Benedictine P.Feijoo who, while perfectly orthodox, decried false miracles and urged the acceptance of experimental science. Neoclassical plays in a country whose great national theater did not observe the classical rules, Anacreontic and meditative poetry in an age not given to lyricism, the development of a prose style consonant with an expanded reading public, the rise of sentimentality in a rationalist age, the awareness of a rising middle class – all these are issues to be studied in the literature of the period. Term paper, hour and final examinations. Conducted in Spanish. (Hafter)
466. The Modern Spanish Novel II. Spanish 361 and three courses chosen from among Spanish 371-388 or equivalent. (3). (Excl).
This course will focus on novels and films from the totalitarian and posttotalitarian periods in Spain (1938-1990). As a point of departure, we will investigate recent Spanish history – from the Franco dictatorship through the transition to democracy. We will then consider how political regimes are represented in novels and films and how characters struggle to maneuver within repressive fictional societies. Taking a broad definition of regimes, as "systems of rule," we will examine the interrelationships among types of regimes – political, religious, familial, literary, and linguistic. To what extent do novels and films function as "regimes of sense," structured by patterns of meaning and sustained by cultural belief systems? To what extent is reading a sense-making enterprise, governed by rules, conventions, and beliefs? What degree of readerly freedom is possible within this rule-bound activity? Students must carefully read 30-40 pages per class. Assignments: two essays (5-7 pages), occasional one-page reaction papers, group oral presentation, two exams. Cost:3 WL:1 (Highfill)
475. Latin American Narrative of the Twentieth Century. Spanish 361 and three courses chosen from among Spanish 371-388 or equivalent. (3). (Excl). May be elected for a total of 9 credits.
En este curso abordaremos el desarrollo de la narrativa latinoamericana en el siglo veinte y sus aproximaciones historiográfica y críticas mas importantes. Por un lado, enfatizaremos la discusión de los nuevos aportes críticos sobre este corpus narrativo. Por otro, vamos a hacer una relectura, a partir de estas nuevas perspectivas, de Do – a Bárbara de Rómulo Gallegos, cuentos de Jorge Luis Borges, Los ríos profundos de José María Arguedas, Pedro Páramo de Juan Rulfo, Aura de Carlos Fuentes, El beso de la mujer ara – a de Manuel Puig y Me llamo Rigoberta Menchú y así me nació la conciencia de Rigoberta Menchú. El curso será dictado en espa – ol. La evaluación consiste en controles de lectura sobre las obras narrativas escogidas, dos exámenes, un ensayo corto y las intervenciones en clase. (Zevallos-Aguilar)
485. Case Studies in Peninsular
Spanish and Latin American Literature. Spanish 361
and three courses chosen from among Spanish 371-388 or equivalent
or permission of advisor. (3). (Excl). May be elected for a total
of 6 credits.
Latin American Cinema, History, and Society. This course will provide critical and interdisciplinary perspective on the development of Latin American Cinema from the early sixties to the present. This history of Latin American cinema in the past forty years in intertwined with sociopolitical, cultural and literary transformations. The analysis will focus on the relationship between cinema and society, as shown in the various filmic styles that have evolved in each country. The course will cover the "New Latin American Cinema," the "social documentary," the "cinema novo," the industries of Mexico, Argentina, and Brazil and the more recent productions in countries where cinematic production has recently flourished. We will analyze the impact of technology, culture, literature, international production, and political transformation on the films made in Latin America. We will look at all genres of films from documentaries and experiemental to musicals and epics. The course will discuss the films and their importance at their historical period, as well as their theoretical innovation. The course will have two one and a half hours of meeting time, plus two film presentations per week. Films and texts will be in translation (subtitled). Written assignments, midterm and a final exam required. (De la Vega-Hurtado)
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