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).
Instructions for students requesting overrides for French or Spanish 101, 103, 231, or 232.
Students who intend to continue a language begun in high school must take the Placement Test to determine the language course in which they should enroll. French 102 is NOT open to students who have begun instruction in high school. It is strongly recommended that 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:3 WL:See statement above.
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.
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 is built upon the work done in French 101/102. It presents intensive and comprehensive grammar review, study of finer points of French grammar structure, and the reading of journalistic prose, short stories, and literary excerpts. Both courses include the use of French movies and video. The proficiency gained by the end of French 232 should enable students to express themselves in French on subjects of intellectual interest, to understand conversation 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, writing exercises, and laboratory work, both audio and video. There are comprehensive course-wide tests as well as midterm and final examinations.
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 learning and reviewing vocabulary and grammar from the second half of the book Ensuite. There will be short weekly readings (advertisements, literary excerpts, and short stories). 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. There will be three course-wide tests, compositions, and a final examination.
244. Issues in Race and Cultural Diversity in the Francophone World. Taught in English. A knowledge of French is not required. (3). (HU).
In this course we shall study cultural productions and social issues related to race, racism and ethnicity in French-speaking societies. At one level of the course we shall discuss how discourses on race function within the general ideological state apparatuses that reproduce a given social order. In this connection we will also study the role of cultural diversity in the production and circulation of discourses of existing ideology. At another level we shall analyze how discourses on race, racism, and ethnicity are inscribed in the texts and films selected for the course. At issue here are the implication of cultural diversity in different parts of the Francophone world. Selected specific examples (of texts and films) will help us put in context our questioning on these issues. (Ekotto)
250. First-Year Seminar in French and Francophone Studies.
Fourth-term proficiency (French 232). (4). (HU).
Section 001 – Paris in 19th Century Literature and Art. This seminar will address various representations of Paris in 19th century French literature and art as reflections of an emerging and rapidly evolving urban society and culture. We will attempt to determine during the course of the term how and to what extent art influences our perception and understanding of reality, contriving and shaping a context with which reality eventually seems to conform. The aim here will be to examine as closely as possible a number of literary texts together with their impact on and interaction with French painting of the day. (Gray)
270. French and Francophone Literature and Culture.
French 232. (4). (HU). May be repeated for a total
of 8 credits.
Section 001 – Flânerie et textes parisiens. Paris, creator of dreams, of history, of texts. From the Restoration to the Second Empire, the "Capital of the Nineteenth Century" will inspire our reading of a collection of graphic representations, with Paris as a "center" (including literary and critical writings, lithographies, etchings, architectural projects, fashion prints, etc.). The city thus represented/created however will not fail to bring to light (into question) the historical and sociological context of this real/imaginary space. Together, we will investigate the "why" and the "how" of the impact of the metropolis in the XIXth century, during a post (but still) revolutionary period and of the inseparable phenomenon of the masses. We will discover their "fantasmagorical" powers, their impact on the contemporary imagination. From the urban text to the artistic text, prolific interaction, "flânerie," accompanied by a selection from works by Barbey d'Aurevilly, Benjamin, Baudelaire, Daumier, Grandville, Guys, Flaubert, Hugo, Le Bon, Stendhal, etc. Your grades will be based on one oral presentation, two short essays, and active participation in a class conducted in French. (Viers)
272. French and Francophone Film, Media, and Culture.
French 232. (4). (HU).
Section 001 – Gangster Films and the French Nouvelle Vague. American film noir and French gangster films both influenced this gritty new emerging cinema in France in the 50s and 60s. In the French Nouvelle Vague, figures and icons of the underworld – criminal minds, gangsters, big cars, dark lighting, contraband, guns, even "dames" – significantly contribute to enriching the visual imagery and film technique as well as social commentary. Discussions and readings (in French) will center on themes from film noir and the development of the French Nouvelle Vague from the 1950s into the early 1970s. Film screenings will include the work of such directors as Grémillon, Duvivier, Melville, Becker, Malle, Truffaut, Godard, Chabrol. There will be a lab fee of $35.00. (Yervasi)
274. French and Francophone Societies and Culture. French 232. (4). (HU).
Intensive study of a topic in the culture, politics, and structures of French-speaking societies, providing an introduction to the methods and practice of cultural and social study in the French language and opportunities for development of linguistic proficiency beyond the fourth-term level.
Section 001 – Small Change: Childhood Narratives and the Politics Of Learning French. The purpose of this course is twofold, to introduce student to French and Francophone societies and cultures and to allow students to develop their reading, writing, and speaking skills in French, skills they will need in more advanced courses in French and Francophone studies. We shall concentrate French and Francophone childhood narratives (to be distinguished from literature written for children) in both novels and film and consider what these childhood narratives teach us about their cultural context and, especially, about the role (political, social, economic) of teaching and learning French in France and the French colonies (during the colonial period). We shall begin with several Francophone novels to consider the relation between teaching French and colonization. Throughout the course we shall view French and Francophone films to study the representation of events such as World War 11 and the Algerian Revolution through childhood narratives, with special attention devoted to how childhood narratives can reflect as allegories of the political conflicts to which children are sometimes thought to be immune. Finally students will have the opportunity to think about how their own experiences of learning French might relate to the narratives they will have studied. The objectives of the course will be to envision ways of learning French that empower students rather than alienate them. This will be an intensive writing course with an emphasis on revising and rewriting as a way of improving writing skills. Students will keep a journal of reflections on the texts studied in the course. The grade will be based on class participation (contribution to class discussions on the part of every student will be crucial), journals, in-class writing assignments, and papers. novels: Feraoun, Le fils du pauvre (Algérie)Laye, L'enfant noir (Guinée)Tremblay, Therese et Pierret à l'école des Saints-Anges (Québec)Kaplan, French Lessons (USA) films:, dir. Férid Boughedir'argent de poche, dir. François Truffautrevoir, les enfants, dir. Louis Malleroseaux sauvages, dir. André Téchinésouffle au coeur, dir. Louis Mallethé au haram d'Archimède, dir. Mehdi Charef (Hayes)
Section 002 – Les années soixante. There was
a feeling in France that the 1960's marked the dawn of an entirely
new, modern society. This new society, largely influenced by the
united states, was experienced as an abrupt rupture with the French
way of life which had preceded it. R popular idea in critical
discourse cast the united states as a prototype society whose
ways would serve as an example for the rest of the world to follow
(or to avoid). Americanization, roughly equated positively with
youth and vigor, but also accused of social conformity and cultural
sterility, became a catchall tern which designated the French
lurch in to consumer society. In this course, we will investigate the phenomenon of Americanization in the 1960's to see how the
united states is constructed, produced, and inscribed in the selected
texts. Preliminary discussions will briefly focus on how some
French critics formed their ideas about Americans and the united
states in the earlier twentieth century before moving to focus
on French writings about the united states, symbols of Americanness
in France (films, cars, rock and roll, consumer products. . .), and American events and world affairs (the hippie movement, the
vietnam war, the civil rights movement). Readings will include
excerpts from the work of Georges Duhamel, René Etiemble, Edgar Morin, jean-jacques servan-schreiber, and Kristin Ross, as well as articles from the popular press such as Paris-Match, l'express, and Le canard enchainé. this course will be
conducted in french. (Waxman)
350(381). Special Topics in French and Francophone Studies. French 232, and 8 credits in courses numbered between French 250 and 299. (3). (HU). May be repeated for a total of 9 credits.
Readings and topical studies relating to French-speaking cultures (in Europe, the United States, Pacific and the Indian Ocean) not addressed in other courses as well as to aspects of French and Francophone culture that may require special treatment.
Section 001 – The Maghreb: Subjectivity and National Identity. This course will examined a number of novels from the Maghreb (Morocco, Algeria, Tunisia). We shall begin with the childhood narratives that mark the birth of a Maghrebian literature distinct from the literature of Metropolitan France. In the aftermath of World War II, this new literature coincided with the consolidation of national identity producing the nationalist movements that would end French colonial rule in the Maghreb. We shall consider examples of "combat literature," which articulated this resistance to colonialism in the form of the novel. And finally, we shall consider how Maghrebian literature reflects on the post-independence conditions of the Maghreb, what some have called the postcolonial condition. Throughout the course, an emphasis will be placed on the relation between the individual and his/her collectivity or nation. What role does the articulation of a subjectivity through narrative (always also a gendered subjectivity and a sexual subjectivity) play in the articulation of national identity? How can marginal subjectivities challenge dominant models of national identity? What is the relation between postcolonial and postmodern subjectivities? We shall consider literary texts from the interdisciplinary approach of Cultural Studies and in relation to Maghrebian cultural production in the other arts. When appropriate, the novels will be read in conjunction with essays on the history, politics, and social sciences of the Maghreb. Students will also read several essays by Maghrebian feminists and certain key essays in postcolonial theory. There will be two papers and a final exam. Required Texts: Driss Chraïbi, Le Passé simple; Albert Memmi, La statue de sel; Assia Djebar, L'amour, la fantasia; Tahar Ben Jelloun, L'enfant de sable; Leïla'Sebbar, Shérazade. Films: Halfaouine, The Battle of Algiers. (Hayes)
Section 002 – Representations of History. This course will examine three crucial moments in French history, the rise to power of Louis XIV, the French Revolution, and the Vichy Regime during the German Occupation. Through analysis of archives, documents, historiography, films and fiction we will consider the enduring power of these events, their reappropriation by political factions, and their capacity to generate passionate works of fiction. We will read documents related to Louis XIV's court, revolutionary discourses, collaborationist newspapers, as well as novels inspired by these texts. Some of the films we see are Rossellini's The Rise to Power of Louis XIV, Hollywood's brilliant adaptation of Dicken's A Tale of Two Cities, and Chabrol's dark account of occupied France, Histoire de Femmes. The course will be conducted in French. (Huet)
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.
374(430). Problems in Society and Social Theory. French
232, and 8 credits in courses numbered between French 250 and 299. (3). (Excl). May be repeated for a total of nine credits.
Section 001 – The Extreme Right in France. Since the mid-1980s, the far-right Front National party has established itself as an important political force in France today. Its leader, Jean-Marie Le Pen, received 15% of the votes in the 1995 presidential election. What exactly is the project of the FN? Why has the extreme right made such a dramatic comeback in France? And, most importantly, what are the historical and intellectual origins of the ideas it represents? The purpose of this course is to discuss, through historical events as well as works of fiction, the ideas of the extreme right in several of its aspects and expressions. Among the topics studied: the rise of nationalism in the 1880s, the Dreyfus Affair, French fascism, the Vichy government during WW2, the Algerian war, and finally the Front National. We will discuss issues such as anti-Semitism, gender, the body, esthetics, colonization, immigration, etc. Literature: Maurice Barrès, Les déracinés; Henry de Montherlant, Les olympiques; Robert Brazillach, Les sept couleurs; Marcel Aymé, Uranus; and a photocopied course pack: various essays and articles, incl. Zola, Maurras, Le Pen, etc. Films (tentative): Luis Bu – uel, Journal d'une femme de chambre; Marcel Ophuls, Le chagrin et la pitié; André Téchiné, Les roseaux sauvages; and Leni Riefenstahl, excerpts. (Caron)
378. Studies in Genre. French 232, and 8 credits in courses numbered between French 250 and 299. (3).
Section 001 – Faire court c'est bien faire. "La vie est courte, mais l'ennui l'allonge" (Jules Renard). This course suggests that the best defense against boredom is brevity. We will try to figure out why brevity is so often praised and so rarely blamed, exploring the apparent paradox that short texts offer the most opportunity for reading (the "much in little" effect) while controlling their reading more effectively than longer texts (the "soul of wit" effect). We will look mainly at sonnets, fables and short stories, but will consider also proverbs, dictionary definitions, postcards, comic-strips, magazine ads, and TV commercials. The course will be conducted workshop-style, without a preconceived syllabus, and is intended to give plenty of practice in "writing short" and "reading long." Expect to read a number of short stories and other texts, and to write proverbs, fables, postcards, short poems, and advertising copy of your own. All reading and writing and most class work in French. No finals; midterms by interview with instructor. (Chambers)
399(350/450). Independent Study. French 232 or the equivalent and permission of instructor. (1-3). (Excl). (INDEPENDENT). May be repeated for a total of 6 credit.
French 399 is an Independent Study course which may be offered to undergraduate students who demonstrate the need to study some specific language aspect of French, phonetics (in this case it must not correspond in any way to French 325), grammar, style and translation included. The course may be elected for up to 6 hours of credit, but that option should be exceptional. Generally 3 credits are granted if the course work is as intensive as any regular course at the 300 level. The type of requirement for the final grade must be specifically indicated: examination or other. In all cases the student petitioning for independent student 350 and the supporting instructor must demonstrate that the course is needed and that no other regular course may be taken as a substitute.
461(475)/MARC 444. Reading of Old French Texts. Three courses in French numbered 300 or above. (3). (Excl).
The course is an introduction to reading Old French texts; it is designed to help students read a selection of Old French texts dating from the XIth through the XVth century. As we read the texts in the original and translate them in French, questions of grammar, syntax and vocabulary will be discussed, however the course does not involve a systematic learning of old French grammar. Selections of texts (or course pack) to be studied will be distributed in class. An Old French dictionary (Griemas) will be necessary and ordered in book stores. Students will be responsible to prepare portions of Old French texts for each class and correction will follow immediately. Preparation as well as correction will involve mostly: (1) translation of the text in modern French and (2) whenever necessary (in difficult cases) explanation of the vocabulary, grammar, syntax. Work expected and control. During the term: frequent (oral or written) participation and one final examination consisting in the translation of a selection of texts possibly with questions on points of vocabulary, grammar, or syntax. (Mermier)
466(457). Literature of the Twentieth Century. Three
courses in French numbered 300 or above. (3). (Excl).
Section 001 – 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: André, Gide, L'immoraliste and parts of Si le grain ne meurt; Marcel Proust, Sodome et Gomorrhe (part 1 only); Jean Genet, Journal du voleur; Hervé Guibert, Le protocole compassionnel; and Excerpts from Renaud Camus, Tricks, Guy Hocquenghem, etc. Film: Patrice Chéreau, L'homme blessé. (Caron)
469(470). African and Caribbean Literature. Three
courses in French numbered 300 or above. (3). (Excl). (This course
meets the Race and Ethnicity Requirement). May be elected for
a total of 6 credits.
Section 001 – Post Colonial Narratives of Recollection in the Works of Women Writers from Africa and the Caribbean. This course will introduce students to the cultural productions of French-speaking peoples outside France, i.e., in West and North Africa as well as in the Caribbean. It will explore questions of "subjectivity and otherness" in the context of contemporary reflections on representation and discourse. An attempt will be made to show how to create or recreate the gnosis space in post colonial context is to open and reopen the past in order to understand one's own situation as a participant within cultural representation and discourse. The course will also examine closely the ways in which post-colonial writers remap and construct their own gnosis space within the limits of the cultural representation that has objectified and reified them as "Others." (Ekotto)
491. Senior Honors Course. Open only to seniors by permission of the departmental Honors Committee. (3). (Excl).
Supervised independent studies; a program of selected readings and conferences, term papers, or reports; and written examinations.
492. Senior Honors Course. Open only to seniors by permission of the departmental Honors Committee. (3). (Excl).
Supervised independent studies; a program of selected readings and conferences, term papers, or reports; and written examinations.
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 would like 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 passive recognition, followed by 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 a short article or a chapter of a book in their field of interest for outside reading. Classes meet four times per week in sections of 25 students. There are weekly quizzes as well as course-wide midterm and final examinations. No prerequisites.
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; education system, sexism, immigrants and racism); videos (documentaries, news programs exposés on current issues), and films. The course focuses on developing student's ability to support opinions oral 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 for 20% of the final grade.
335(371). Composition and Stylistics. French 232, and 8 credits in courses numbered between French 250 and 299. (3). (Excl).
Study of various types of written texts and writing practice in order to develop or improve the student's ability to express herself or himself in a variety of styles in French. (Mermier)
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 half 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 other position. Methods of instruction include: (1) grammar drill; (2) conversation exercises; (3) translation of both oral and written; and (4) weekly quizzes. Grading is based on quizzes, class participation, midterm, and a final examination.
102. Elementary Italian. Italian 101. (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 half of the text with workbook and lab manual; readings supplement 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, Italian newspapers, and magazines), original writing and oral discussion. Grading is based on class participation, quizzes, midterm, and a final examination.
111. Special Reading Course. (4). (Excl).
This course is designed for students interested primarily in the acquisition of a reading knowledge of Italian. The aim of the course is to provide students with a level of proficiency in Italian sufficient to satisfy the basic reading knowledge requirements of doctoral programs, study abroad grants, etc. The course is open to graduate students, juniors and seniors – and to others by special permission. Course requirements: Active class participation and attendance; periodic quizzes and exams; a final examination. There are no prerequisites.
205. Italian Conversation for Non-concentrators. Italian 102. (1). (Excl). Offered mandatory credit/no credit.
This course emphasizes fluency and self-expression in conversational Italian. This course is designed 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 (magazines, newspapers, short stories, etc.) which will be discussed in class. Use of the language laboratory will provide additional conversational material on various aspects of Italian life. Classes 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 the classroom activities.
231. Second-Year Italian. Italian 102; 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 short stories, plays and poetry, and increases student facility in writing and speaking Italian. Text, workbook, and lab manual required. Compositions are required and are based upon reading or other topics of interest. Class discussions and oral report center on readings or current events. Grading is based on class participation, compositions, quizzes, a midterm, and a final examination.
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. Text, workbook, and lab manual required. 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.
235(362). Intermediate Italian. Italian 232. (3). (Excl).
This is a content-based course which uses culture as a stimulant for oral and written communication. Current problems and issues (social, economic, political and cultural) in Italian society are studied through selected readings, videos, and films. The main objective of the course is to develop student's ability to support opinions, oral and in writing, in a coherent manner. Class format includes discussions, three oral presentations, and four medium-length papers. The final examination is an individual oral presentation. Active participation is included in the final grade.
340(360). Contemporary Italian Culture. Italian 232. (3). (HU).
This course, taught in Italian, focuses on contemporary Italian culture, dealing with such themes as political life, mass media, women's roles, and modern vs. postmodern. Readings include a recent best-selling novel, contemporary essays, and articles from newspapers and magazines. The course takes full advantage of films, television broadcasts, and CD-ROMs. Course requirements: active class participation and attendance; an oral presentation; a series of brief essays totaling 20 pages; a final examination. (Frisch)
361. Intermediate Italian. Italian 232. (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 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. (Habekovic)
374. Topics in Italian Literature. Italian
232. (3). (HU). May be repeated for credit.
Section 001 – Modern Italian Literature. This course consists in the reading and discussion of the works of three contemporary Italian novelists, Italo Calvino, Giorgio Manganelli, and Paolo Volponi. These three writers demonstrate the various major trends in Italian fiction since the second world war (neorealism, experimentalism, and sociopolitical allegory), and each of them has played, in his own right, a considerable role in recent Italian culture. During the course of the term we will read three novels by Calvino, one or two by Manganelli, and two by Volponi. The readings will be either in English or Italian by the choice of the student; the language of class discussions will depend on the group's proficiency. Course requirements will be two papers, a brief oral presentation, and a final exam. Book list: Italo Calvino's The Path to the Nest of Spiders (Il sentiero dei nidi di ragno), Cosmicomics (Cosmicomiche), If on a Winter's Night a Traveler (Se una notte d'inverno un viaggiatore); Giorgio Manganelli's Centuria; and Paolo Volponi's Last Act in Urbino (Il sipario ducale), The Javelin Thrower (Il lanciatore di giavellotto). (Lucente)
Section 002 – Tales from the 'Other Side:' The Short Stories of 'Scapigliatura'. The years between 1860 and 1880 are a period of crisis of Romantic culture and of the values of post-unitary Italy. They also mark the birth of the literary movement of "Scapigliatura." The term may be interpreted as the translation of the French "Bohème" and, as such, it immediately conveys a sense of independence from social and literary conventions, an artistically provocative and extravagant behavior. The writers and the intellectuals who contribute to shape this literary experience, in spite of some ambiguous oscillations towards integration and compromise, display a repertoire of transgressive poetic objects: anti-clericalism, irreverence toward authority, blasphemous parody of the Sacred, and the willingness to experiment with narrative structures and genres. This course will examine a short segment of this "irregular" line in the Italian literary tradition, focusing on the issues of transgression, desecration, and on the fundamental contribution of this movement to the affirmation in Italy of a hyper-realistic and fantastic expressive mode. We shall read and discuss significant texts by the brothers Boito (Arrigo and Camillo); I.U. Tarchetti; C. Dossi; V. Imbriani; R. Zena; L. Gualdo, also making references to the international background that has influenced them (E.T.A. Hoffmann, E. A. Poe, T. Gautier, C. Baudelaire, V. De L'Isle-Adam, etc.). The readings will be in Italian and the course will be conducted in Italian as well. Requirements include oral presentations, a midterm exam and a final paper (10-12 pages.). (Cesaretti)
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 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 hourly quizzes, two partial exams, oral exercises, homework, class participation and attendance, and a final exam. Portuguese 101 is offered only in the Fall Term.
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. 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 offered only in the Fall Term.
350. Independent Study. Portuguese 232. (1-3). (Excl). (INDEPENDENT). May be elected for a total of six credits.
This course exists to enable students who have begun work on some author or topic to carry their study further under a professor's guidance. The work to be done should not be the same as that done in a regular course offering. A description of the project and the required exercises to be completed must be submitted to the concentration advisor no later than the second week of the term, for the approval of the Portuguese Undergraduate Curriculum Committee. (Proposal forms are available in the Department Office.) The Committee is to receive a copy of any lengthy paper submitted in the course.
450. Independent Study. Permission of department. (1-3). (Excl). (INDEPENDENT). May be elected for a total of six credits.
The work to be done should not be the same as that offered in a regular course. A written description of the project together with an appropriate bibliography must be submitted for initial approval to the proposed instructor of the course and then to the concentration advisor for final approval prior to the beginning of the term during which the independent study is to be undertaken.
489. Directed Readings in Portuguese. Permission of department. (2-3). (Excl). (INDEPENDENT). May be repeated for credit.
This course exists to enable students who have begun work on some author or topic to carry their study further under a professor's guidance. The work to be done should not be the same as that done in a regular course offering. A description of the project and the required exercises to be completed, as well as a list of pertinent bibliography must be submitted to the Concentration Adviser no later than the second week of the term, for the approval of the Undergraduate Curriculum Committee (Proposal forms are available in the Department Office). The Committee is to receive a copy of any lengthy paper submitted in the course. Prerequisite: Portuguese 232.
413/Spanish 413/Educ. D455. Teaching Spanish/Applications of Linguistics. Spanish 275 and 276. (3). (Excl).
See Spanish 413. (Gallego de Blibeche)
450. Independent Study. Permission of department. (1-3). (Excl). (INDEPENDENT). May be repeated for credit.
The work to be done should not be the same as that offered in a regular course. A written description of the project together with an appropriate bibliography must be submitted for initial approval to the proposed instructor of the course and then to the concentration advisor for final approval prior to the beginning of the term during which the independent study is to be undertaken.
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 must check with the Program Director for any exceptions to the Placement Test level.
101. Elementary Spanish. (4). (LR).
For students with little or no previous study of Spanish, this course provides a basic introduction to the Spanish language and culture. Emphasis is placed on the development of functional, communicative language skills. Extensive practice in listening, speaking, reading, and writing Spanish. Grade based on daily oral work, departmental tests, final (oral and written) exam, and written work. (Spanish 101 AND 102 are the equivalent of Spanish 100.)
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).
A continuation of Spanish 101; composition and reading skills given more practice. Grade based on departmental exams, one oral exam and written assignments (including several compositions). Great emphasis on daily participation.
103. Review of Elementary Spanish. 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).
A 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. It prepares students for Spanish 231.
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).
This course is designed to improve the speaking, listening, reading and writing skills of students; to review the fundamentals of Spanish grammar; to build vocabulary; and to provide some insight into the literature and culture of Spanish-speaking peoples. Course grade based on a series of quizzes and exams designed to assess ability to read, write and understand Spanish plus periodic written work, and oral class participation.
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).
This course is designed to develop fluency in understanding, speaking, reading, and writing Spanish and to provide a deeper understanding of the literature, history, culture, and outlooks, of Spanish-speaking peoples. Course grade is based on exams, designed to assess ability to speak, understand, read and write Spanish, plus periodic written work (including compositions) and oral class participation.
Spanish 111 and 112 are designed for juniors, seniors, and graduate students interested in gaining a reading knowledge of the language.
111. First Special Reading Course. May not be elected for credit by undergraduates who have already received credit for high school or college Spanish. No credit granted to those who have completed or are enrolled in 101, 102, or 103. (4). (Excl).
Spanish 111 and 112 are designed for students interested mainly in the acquisition of a reading knowledge of the language. They are open to graduates, juniors, and seniors; and to others by special permission. For graduate students a grade of B or better in Spanish 112 satisfies the basic reading knowledge requirement for the doctorate. (Carbón-Gorell)
270(358). Spanish Conversation for Non-Concentrators. Spanish 232 or 233. No credit granted to those who have completed or are enrolled in Spanish 275(361) or 276(362). A maximum of six credits of Spanish 270, 275, and 276 may be counted toward graduation. (3). (Excl).
This 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.
275(361). Grammar and Composition. Spanish 232 or 233. A maximum of six credits of Spanish 270, 275, and 276 may be counted toward graduation. (3). (Excl).
This course 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 taught in Spanish. The final grade is based on weekly translations, tests, and class participation.
276(362). Reading and Composition. Spanish 232 or 233. A maximum of six credits of Spanish 270, 275, and 276 may be counted toward graduation. (3). (Excl).
This course 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.
411. Advanced Syntax. Spanish 275 and 276. (3). (Excl).
This course is an introduction to the analysis of the major morphological and syntactic structures of Spanish. The course begins with a consideration of morphology, with topics such as the function of inflectional suffixes, the role of derivational suffixes, word order rules, verb morphology, etc., and then moves to the description and analysis of the simple and complex sentence, their syntax and their use. The course will be complemented by practical exercises, and the identification, segmentation and analysis of the various types of sentences studied. There will be a midterm, a final exam, and a required research project. (Gallego de Blibeche)
413/Rom. Ling. 413/Educ. D455. Teaching Spanish/Applications of Linguistics. Spanish 275 and 276. (3). (Excl).
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 in the context of a proficiency orientation. Emphasis will be given to curriculum design and material development for teaching and testing all four skills within a student-centered philosophy of teaching. Participants in this course will gain a better understanding of what it is needed to become an effective teacher of Spanish. (Gallego de Blibeche)
320. Introduction to the Study of Literature. Spanish
275 and 276. (3). (HU).
Section 002. In this introduction to the study of literature, specifically literature written in Spanish, we will consider two fundamental methods of literary study and analysis, formalist and extra-textual. We shall examine three of the most commonly taught literary genres – prose fiction, lyric poetry, and drama. In addition, we will study the essay. The discussion of each reading will focus on one or more specific aspects of literary style appropriate to the genre under consideration. The principal text for the course, Aproximaciones al estudio de la literatura hispánica, will be supplemented by other readings from the four literary modes. (Pollard)
Sections other than 002. This course introduces students to narrative fiction, poetry, drama, argumentative essays, and critical literature. It emphasizes the formal aspects of each genre, including appropriate terminology and analytical/ interpretive approaches.
340(375). Introduction to Iberian Cultures. Spanish 275 and 276. (3). (Excl).
This course will focus on some current social, economic, political, and cultural issues that confront Spanish democracy. Among the topics that will be discussed are: satisfaction of the Spanish people with their monarchy and government; the impact on Spain of its entrance into the European Union; Spanish public opinion on abortion and the relationship between the Church and the State; changes in cultural life after the death of the dictator Francisco Franco in 1975. The objective of the course is to introduce students to contemporary Spain and the historical origins of the problems that it faces. The format is lecture and discussion. Students will be exposed to readings, audio-visual materials, and information available on the Internet. Evaluations will be based upon two short exams, a paper, and participation in class discussion. (Calvo)
341(376). Introduction to Latin American Cultures.
Spanish 275 and 276. (3). (Excl).
Section 001 – Introduction to Latin American Culture. This course examines a variety of Latin American popular and elite cultural artifacts. Cinema, soap operas, literature, visual arts, performance arts and music will drawn from different historical periods and cultural traditions, from the pre-Columbian period to contemporary U.S. Latinos. Students write in Spanish on a daily basis and are require to give oral presentations in Spanish on a regular basis. Special times are allotted for discussions in English. Evaluation is based on class participation (20%), oral presentations (30%) and written assignments (30%). (Rabasa)
350. Independent Studies. Permission of concentration advisor. (1-3). (Excl). (INDEPENDENT). May be elected for credit more than once with permission.
This course exists to enable students who have begun work on some author or topic to carry their study further under a professor's guidance. The work to be done should not be the same as that done in a regular course offering. A description of the project and the required exercises to be completed, as well as a list of pertinent bibliography must be submitted to the Concentration Advisor no later than the second week of the term, for the approval of the Spanish Undergraduate Curriculum Committee. (Proposal forms are available in the Department Office.) The Committee is to receive a copy of any lengthy paper submitted in the course.
355. New World Spanish. Spanish 275 and 276. (3). (Excl).
Section 001 – Introduction to New World Spanish. This course will provide a general introduction to the history and structure of the varieties of Spanish spoken in the New World. Topics to be treated will include the Peninsular origins of New World Spanish, the influence on Spanish of the languages of the native peoples of the New World, the features which characterize the several varieties of New World Spanish (including U.S. Spanish), the grammatical and lexical features which distinguish European and New World Spanish. Readings (mainly in Spanish) will be provided in a course pack. The course will be taught in Spanish. There will be a midterm and final exams, as well as written assignments. (Dworkin)
391. Junior Honors Course. Permission of departmental Honors Committee. (3). (Excl). (INDEPENDENT).
In Spanish 391, selected readings chosen from Spain and Spanish America are studied and analyzed through class work, conferences with a senior member of the faculty, written reports, and term papers. This course exists to enable students who have been admitted to the Honors Program to begin research supervised by a faculty sponsor. A description of the project and the required exercises to be completed, as well as a list of pertinent bibliography must be submitted to the Honors Advisor no later than the second week of the term, for the approval of the Spanish Honors Committee. The Committee is to receive a copy of any lengthy paper submitted in the course.
392. Junior Honors Course. Permission of departmental Honors Committee. (3). (Excl). (INDEPENDENT).
In Spanish H392, selected readings chosen from Spain and Spanish America are studied and analyzed through class work, conferences with a senior member of the faculty, written reports, and term papers. This course exists to enable students who have been admitted to the Honors Program to begin research supervised by a faculty sponsor. A description of the project and the required exercises to be completed, as well as a list of pertinent bibliography must be submitted to the Honors Advisor no later than the second week of the term, for the approval of the Spanish Honors Committee. The Committee is to receive a copy of any lengthy paper submitted in the course. (Perez)
432. Gender, Writing, and Culture. Spanish 275 and 276, and three additional 300-level course. (3). (Excl).
This course focuses on modes of defining gender and cultural difference in Latin America. Students will have the opportunity to explore Latin American cultural identities through the study of testimonial texts and films. Expressions from several Latin American regions will be discussed. These regions include the Caribbean, the Andes, the Southern Cone, Brazil, Central America, Mexico, and Latinos in the U.S. Special attention is given to the following issues: cultural stereotypes; representations of difference; institutional and implicit forms of discrimination; the sublimation of difference into national identity; and the staging of the other. Students are required to write a series of short papers and give oral presentations. Evaluation is based on class participation (15%), oral presentations (25%), and written assignments (60%). (Rabasa)
435. Independent Study. Permission of department. (1-3). (Excl). (INDEPENDENT). May be elected for a total of 3 credits.
See Spanish 350.
440. Literatures and Cultures of the Borderlands. Spanish
275 and 276, and three additional 300-level course. (3). (Excl).
Section 001 – Latino/a Literatures: The Politics of Language and Cultural Identity. This course explores language and bilingualism as sites for defining and reconceptualizing cultural identity among Latinos/as in the United States. Through poetry, prose essays and testimonies written by Latino/a writers, students will delve into the political meanings of using Spanish, English, and code-switching in literature and in daily life. Issues such as the role of language in creating a cultural identity, the practice of code-switching and bilingualism, the dialectics between orality and written texts, and the power dynamics related to bilingualism and the use of Spanish in the United States will also be explored. The course is interdisciplinary in its approach and will include readings in literature, sociolinguistics, education, politics, and cultural studies. Reading knowledge of Spanish is essential. Class discussion will be conducted in Spanish, English, and code-switching. (Aparicio)
445. Romance Studies: Introduction to French-Spanish
Literary Relations. A reading knowledge of French
and Spanish. (3). (Excl).
Section 001 – Spanish and French Medieval Literatures. The cultural world of the Western European Middle Ages was not limited by boundaries of nationality and language as, for example, are the literature departments of modern universities. Political borders were unstable, and exchange across and through them was fluid. This class will crisscross one of those modern borders, the Pyrenees, exploring parallel Spanish and French manifestations of some of the most important literary genres of the European Middle Ages - epic, lyric, hagiography, and courtly romance. Close attention will also be paid to the social and cultural effects of the great pilgrimage route which stretched through France to Santiago de Compostela in northwestern Spain. Taught in English. Open to students from all departments. Fourth-year reading knowledge of Spanish or French required; reading knowledge of both a plus. Provides concentration credit for both Spanish and French concentrators. All texts will be provided in both the original and in English translation. French and Spanish concentrators are expected to read texts from their language of specialization in the original. Those who can read both languages should do so. (Brown)
458. The Spanish Picaresque Novel. Spanish 275 and 276, and three additional 300-level courses. (3). (Excl).
La novela picaresca espannola es un genero literario nacido a mediados del siglo XVI, que se expandio a Europa y America, primero en traducciones y luego por la creacion de nuevas obras. Se dice que con este genero surge la novela moderna. En el curso se estudiaran algunas de las mas significativas: Lazarillo de Tormes, El Buscon de Quevedo, Rinconete y Cortadillo y El Coloquio de los perros de Cervantes, ademas de fragmentos selectos de otras. Se hara un analisis poetico-retorico de los textos, basado en las teorias de la creacion literaria vigentes en aquellos annos. Los alumnos haran una investigacion de tipo retorico ademas de concordancias hechas en Computadores, dirigidos por la profesora. El fruto de la investigacion se escribira en forma de ensayo. Habra dos examenes: uno de mitad de termino y otro final. (López-Grigera)
459. Don Quijote. Spanish 275 and 276, and three additional 300-level courses. (3). (HU).
Don Quijote es la cumbre de la literatura espa – ola 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 la obra como de su gradeza artistica. El profesor hará análisis retórico del Quijote. El estudiante debe leer detenidamente la obra y hacer un trabajo sobre un tema especifico, segun la metodologia que el profesor require. (López-Grigera)
467. Literary and Artistic Movements in Modern Spain.
Spanish 275 and 276, and three additional 300-level
courses. (3). (Excl). May be repeated for a total of 9 credits.
Section 001 – The French Influence on Modern Spanish Literature: Naturalism, Symbolism, Surrealism. This upper-level course will focus on three crucial moments in Spanish literature of the modern period: the later nineteenth century, the turn of the nineteenth to the twentieth century, and the 1920s. In each of the three cases the focus will be on the influence that French literature had on Spanish writers. As a way of exploring these contacts and interactions, we shall read representative French texts (in translation) and then analyze several contemporary Spanish literary works in which influences are to be found. We will start our investigation with the Naturalist novel of the later nineteenth century, represented by the French writer Émile Zola and by the Spanish novelist Emilia Pardo Bazÿaan. Moving on to Symbolism, we will read samples of poetry by Baudelaire, Verlaine and Rimbaud, and then of Manuel Machado, Antonio Machado and Juan Ramÿoan Jimÿeanez. Finally, we will look at the writing in a variety of genres by French surrealists such as Andrÿea Breton and Paul Eluard, and then seek resonances of these works in texts by Vicente Aleixandre, Rafael Alberti, and others. This last phase of trans-Pyrenean influence will also be illustrated through paintings and films by French and Spanish artists. 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. (Anderson)
485. Case Studies in Peninsular Spanish and Latin American
Literature. Spanish 275 and 276, and three additional
300-level courses. (3). (Excl). May be elected for a total of
Section 001 – The Don Juan Figure in Spanish Literature. 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 Josÿea Zorrilla's Don Juan Tenorio (nineteenth century), while in the latter half of the term we will move on to more modern texts, plays, short stories and novels, by Jacinto Grau, Miguel de Unamuno and Ramÿoan del Valle-Inclÿaan, 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 behavior, 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. (Anderson)
Spanish 488. Topics in Hispanic Literatures and Cultures.
Spanish 275 and 276, and three additional 300-level
courses. (3). (Excl). May be elected for a total of 6 credits.
Section 001 – THE NEW NARRATIVE OF LATIN AMERICA: THE 'NOVEL OF THE BOOM'. This course will examine the forms of the new Latin America narrative that captured the imagination of an international reading audience in the 1960s, 1970s, and beyond. We will read primary texts by majors authors of the "Boom" such as Cortázar, Fuentes, García Márquez, Puig, and Vargas Llosa, as well as relevant critical essays that will help contextualize the editorial and critical success of these writers. This course begins with a study of Borges' seminal works as precursors to the "new" narrative of the "Boom" writers who transform the previous models of narrative into playful and self-conscious discursive expressions of (what was then called) a "revolutionary" writing. We will pay particular attention to oppositional models such as "novela primitiva" and "novela de creación" which relate contemporary Latin America literature to broader world-wide literary trends. Primary Readings (required): Jorge Luis Borges, Ficciones; Julio Cortázar, Rayuela; Carlos Fuentes, La muerte de Artemio Cruz; Gabriel García Márquez, Cien a – os de soledad; Manuel Puig, El beso de la mujer ara – a; Mario Vargas Llosa, La ciudad y los perros; Sencondary Readings (selection on reserve): Carlos Fuentes, La nueva novela hispanoamericana; Angel Rama, La novela en América Latina: 1920-1980; Emir Rodriguez Monegal, El Boom de la novela latinoamericana; David Vinas et al, Mas allá del boom: literatura y mercado. (Herrero-Olaizola)
491. Senior Honors Course. Open only to seniors by permission of the departmental Honors Committee. (3). (Excl). (INDEPENDENT).
Students who successfully complete the Junior year Honors sequence are eligible to elect the senior year sequence (Spanish 490 and 491). In Spanish 491 the focus is upon selected topics, authors, literary movements, or genres chosen from Spain or Spanish America depending on the needs of the student. The student will study and analyze the subject, supervised by a senior member of the faculty. A description of the project and required exercises to be completed must be submitted to the Honors Advisor no later than the second week of the term, for the approval of the Spanish Honors Committee. The committee is to receive any lengthy paper submitted in the course. Prerequisite: Open only to seniors by permission of the Departmental Honors Committee.
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