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. It is strongly recommended that students who began French at another college or university also take the placement test.
101. Elementary French. Credit is not granted for more than two courses from French 101, 102, and 103. No credit granted to those who have completed 100. (4). (FL).
Students with prior study of French may elect this course only on the basis of the Placement Test or by permission of the department, and in the sections specified for them. The sequence French 101/102 presents the essential elements of French grammar and vocabulary which students need (1) to understand the French of everyday life when spoken at moderate speed; (2) to be understood in typical situations of everyday life; and (3) to read non-technical French of moderate difficulty. French structures are taught in class through many communication exercises stressing listening and speaking. Readings on subjects dealing with French culture and civilization are introduced toward the end of French 101, with an increased amount in French 102. Classes meet four times per week in sections of 20 to 25 students. Homework consists of studying grammar, writing exercises and compositions, and laboratory work( 1 1/2 – 2 hours per week) on pronunciation, structural exercises, dialogues, and listening comprehension. There are weekly quizzes as well as course-wide midterm and final examinations, listening comprehension and speaking tests.
102. Elementary French, Continued. French 101 or equivalent. French 102 may be followed by 231. No credit granted to those who have completed 100 or 103. (4). (FL).
See French 101. French 102 is not open to students who have begun instruction elsewhere. College or university transfer students who have received credit for one term are encouraged to take the placement test, or enroll in French 103. For advice, see H. Neu or M. P. Hagiwara.
Section 013: Permission of Comprehensive Studies Program (CSP). This CSP section, which covers the complete course syllabus, is designed for students who want to be certain that they are highly prepared for French 231 and are willing to devote the effort necessary to be so.
103. Review of Elementary French. Assignment by placement test. No credit granted to those who have completed 100 or 102. (4). (FL).
Students elect this course on the basis of the Placement Test or by permission of the department. It is for those with previous study of French (normally 2-3 years in high school or 1 term of college or University French not at University of Michigan) whose proficiency is not sufficient for second-year work. The course objectives and methods of instruction are identical to those of French 101/102. It moves with a rapid pace, covering about 60 percent of the French 101 materials by term, and about 60 percent of the French 102 material by the end of the term. Classes meet five times per week in sections of 20-25 students. Homework is similar to French 101 and 102, but its daily amount is up to 60 percent more than in either French 101 or 102 because of the rapid pace. Examinations are similar to 101/102, and the final examination is identical to that of French 102.
206. Conversation for Non-concentrators. French
100, 102, or 103, or equivalent. French 206 may be elected prior
to French 205. (1). (Excl). Offered mandatory credit/no credit.
Section 001. French 206 is an informal mini-course with emphasis on self-expression in conversational French. It is for students who would like to keep up with their knowledge of the language. Class work consists of studying the essential vocabulary, reading of simple journalistic prose, and conversation based on the reading material. The amount of homework is minimal. Classes meet twice a week in sections of 18-24 students. There are no examinations, and the grading is Pass-Fail only, determined on the basis of attendance, homework, and participation in classroom activities.
231. Second-Year French. French 100, 102, or 103, or equivalent; or assignment by placement test. No credit granted to those who have completed 112 or 230. (4). (FL).
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 structure, and the reading of journalistic prose, short stories, and plays. In addition, French 232 has outside reading: students read a book on their own, discuss it in class, and take a reading comprehension test. The proficiency gained by the end of French 232 should enable students to express themselves in French on subjects of intellectual interest, to understand conversations on such topics, and to read unedited French text at sight with a high degree of direct comprehension. Classes meet four times per week in sections of 20-25 students. Homework consists of grammar study, writing exercises, and laboratory work (30 minutes per week). There are weekly quizzes as well as midterm and final examinations. Both courses also have listening comprehension and speaking tests, and 232, in addition, has an outside reading test.
232. Second-Year French, Continued. French
231 or equivalent; or assignment by placement test. No credit
granted to those who have completed 112 or 230. (4). (FL).
Regular Track: see French 231.
French 111 and 112 are designed for juniors, seniors, and graduate students interested in gaining a reading knowledge of the language. Completion of these courses does not satisfy the LSA language requirement.
112. Second Special Reading Course. French 111 or equivalent. No credit granted to those who have completed 230, 231, or 232. (4). (Excl).
This course is designed to increase the reading proficiency gained in French 111. It begins with an intensive and comprehensive review of grammar and idioms, followed by special work for sight-reading. Toward mid term students select several articles or a book in their field of specialization for outside reading, and they complete their reading on their own with frequent consultation with the instructor. Classes meet in sections of 18-20 students. They meet four times per week. There are weekly quizzes, course-wide midterm and final examinations.
306. Practical French. French 232 or equivalent. French 306 may be elected prior to French 305. (1). (Excl). Offered mandatory credit/no credit.
French 306 is a minicourse for students who would like to keep up with their French in an informal atmosphere. It is organized like French 206, but cultural and intellectual readings provide topics of conversation. The amount of homework is minimal. Classes meet twice a week in sections of 18-24 students. There are no examinations, but homework, attendance, and participation in classroom activities determine the Pass/Fail grades.
361. Intermediate French. French 232 or equivalent. No credit granted to those who have completed 360. (3). (Excl).
The purpose of this course is to help students develop a proficiency in the spoken language and improve their writing skills. French grammar is reviewed, and a discussion of readings on various aspects of contemporary French life permits participants to expand vocabulary, to practice speaking French and to increase their understanding of French daily life. Outside readings in connection with the basic cultural themes are studied. Press articles, interviews and the like are used to stimulate discussions. Classes meet twice a week in sections varying between ten and sixteen students. All classes are taught in French. Laboratory activities (listening comprehension program), simulations, one novel, one play. Bi-weekly essays. Two examinations, one final composition. Also, one weekly lecture on some linguistic problems and cultural aspects of modern France for all sections together, as part of the three hours per week required. (M. Gabrielli)
362. Advanced French. French 361. No credit granted to those who have completed 360. (3). (Excl).
This course is designed to develop communication in spoken French and to increase familiarity with French culture and social life. Also, through an analysis of interviews with French people from all walks of life, students are able to distinguish among various styles of expression and to understand how language reveals social class, political leanings, and other relevant cultural characteristics. Although there is no formal teaching of French grammar, some class time is devoted to grammatical difficulties as revealed through the weekly essays. Course emphasis, however, is on conversation and discussion. Classes meet three times each week and are taught in French. All sections take three common examinations. Laboratory activities, one novel and one play, simulations, weekly essays. (Section 001 – Gravdal; Section 002 – Gabrielli)
371. Writing French. French 361. (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 (one a week). Final course grade is based on the level of proficiency achieved at the end of the term, with important consideration given to the quality of the work throughout the term. This course is elected primarily but not exclusively by students majoring in French. (Muller)
408. Advanced Translation, French-English. French 372 or permission of instructor. (3). (Excl).
Texts to be translated will be drawn from literature, newspapers, technological, diplomatic and economic reports. Literature : (three weeks). Short excerpts from Rousseau, Diderot, Stendhal, Balzac, Gide, Levi-Strauss, Barthes. Journalism : (four weeks) Le Monde, Le Figaro, Le Point, Le Nouvel Observateur, L'Express. Technology and Finance : (six weeks) L'Expansion, technical reports from the UN economic and financial forecasts from international agencies, banks, brokers, etc. Instruction: Students will prepare for each class a translation of some 20 to 30 lines for possible variants. We shall then go over this work in class calling on as many students as possible. Homework will include the two hour exam (French into English) given to prospective translators by the United Nations. By the end of the term the student should: (1) Be able to translate from French into an English which is idiomatic and smooth flowing while conveying the message with clarity and accuracy; (2) Be able to discern when an expression in French, whether technical, idiomatic, a coinage, a witticism, a literary allusion or whatever lies beyond his knowledge of the French language, and be able to inform himself adequately for resolving the problem; (3) Be able to propose variant translations, all permissible, of key phrases and to choose among them according to the accuracy of the rendition and the achievement of a tone fitting to the source text. (Morton)
416. Advanced Business French. French 380 (Intermediate Business French). (3). (Excl).
As a follow-up to Business French 386, we will look further into economic and commercial matters in France such as accounting, banking, insurance, distribution, taxes, whether they apply to businesses or to individuals or both, with emphasis on functional and conceptual generalities. Three or four case histories will serve as a basis for oral group presentations in class. They will involve such themes as launching of a product or service, relocation and closing-up shops, mergers and acquisition, union conflicts, etc. In addition, some other topics will be touched upon such as the analysis of commercials, export marketing in French, financing and investment, and the Paris Stock Exchange. All classes are conducted in French. Some students may be entitled to apply for an internship with a French firm in France in the Spring of 1984. One paper after the first three weeks, one final. (Gabrielli)
454. French Syntax. French 453. (3). (Excl).
This course combines an introduction to linguistics and an in-depth review of French syntax. We will explore the basic concepts of modern linguistic theories, including discourse analysis, and see how they are applied to French. We will also compare typical linguistic approaches to language analysis with traditional grammar rules. From this analysis of French we will proceed then to exercises designed to increase competence in grammar and awareness of French stylistics. These exercises involve comparisons of French and English, various ways of sentence-recombining, analysis of sentence structures from simple to complex patterns, including literary and conversational passages, a study of the relationship between word order and the "highlighting" devices and rhythmic patterns of French, correction of grammatical errors made in speech and compositions by French lycee students as well as American students learning French, and translations from English to French. The materials for the course include a set of handouts (approximately eighty pages) containing diagrams (derivational trees), supplementary explanations, examples, and exercises, distributed free of charge, and a course pack of articles on French linguistics and stylistics. A third-year level review or reference grammar book is also recommended. The course will be conducted in French, and the classroom work will consist of lectures and discussions (1/2), and travaux pratiques (1/2), emphasizing practical work with the language. Course grades will be based on the completion and quality of the assigned work (exercises), two one-hour examinations, and a two-hour take-home final examination. (Hagiwara)
480/Rom. Ling. 480. Background of Modern French. A thorough reading knowledge of French. (3). (HU).
A survey of the history of the French language with about equal emphasis on external social causes and internal grammatical effects from the Roman conquest to modern times. Students should have good proficiency in French; and any background in Latin or a second Romance language is helpful. Required of Romance Linguistics concentrators offering French rather than Spanish. Text: Peter Rickard, A History of the French Language (Hutchinson, London). Lecture and discussion. (Leonard)
385. Civilisation française, Continued. French 361. (3). (HU).
Taught in French, this course describes French culture and society today. The general approach is comparative: American students learning about French culture are in a situation of "intercultural communication," and must assimilate a new code. Objectives : (a) to study factual data: geography, population, social structures, economic system, standards of living, cultural consumption, political institutions etc...; (b) to discover what it means to be French and to live in France in 1985: What are the problems? How are they confronted? Within what kind of value sytem? Lectures and discussions alternate. Three papers, a midterm and a final exam. (Carduner)
387/388/389 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.
388. Introduction to French Literature (1800 to 1900). French 232 or equivalent. (3). (HU).
This course is an introduction to four of the principal writers of the nineteenth-century French literature. We study the themes of ambition, avarice and solitude in novels by Stendhal, Balzac and Flaubert. We also read poems from Les Fleurs du Mal by Baudelaire. Emphasis placed on the analysis of narrative techniques, imagery and structure. A typical assignment consists of reading some twenty-five pages in a novel with "close reading" of some four or five paragraphs. These pages are then discussed in class. Students are required to write some five to six papers in French of three to four pages in length. Each paper is corrected for grammar, construction, choice of vocabulary and, of course, for content. The final grades are based on the results of the written work and on student participation in the classroom. There is no final exam. The course is given in French. (Morton)
389. Introduction to French Literature (1900 to present). French 232 or equivalent. (3). (HU).
Literature reflects both the changing attitudes of society and the special insights of individual authors. Freedom and constraint, love and death, fear, alienation, moral values, and the notion of self-concept: the evolution of these fundamental concerns of twentieth-century society as understood by major French authors is the primary focus of the course. Class discussions in French will analyze the special insights and literary techniques of Gide, Proust, Valery, Sartre, Camus, and Duras through examples of the novel, short story, the theater and poetry. Four or five short papers and a final examination. (Nelson)
410. Le cinéma français. French 361 or equivalent. (3). (HU).
Conducted in French, the course presents an introduction to film as language, with special attention to camera angle, distance, and movement, as well as to editing techniques, as means of expression. Examples are drawn from a series of films seen in class, which form the basis of class discussion and analysis. Since the series typically includes two or three classic films of the 1930's (Vigo, Clair, Renoir, etc.), two or three new wave films of the 50's and 60's, and a modern film or two, students can observe the evolution of film esthetics and technology in France. Class members are encouraged to see additional French films playing in Ann Arbor. The course seeks to enhance students' sensitivity to motion pictures in general, their appreciation of films made in the French cultural context, and their understanding of French directors' contributions to the cinematographic art. Readings from Mitry, Metz, and other theorists and from selected film scripts. Three short papers, midterm and final examinations. French concentrators are expected to write in French. (Nelson)
430. Theory and Methodology of Literary Criticism.
French 387, 388, and 389, or one literature course
at the 400 level. (3). (HU).
Section 001 – The New Historical Criticism. This course will present post-formalist methods of literary history, combining historiography, literary theory, and the study of relations between culture and society. It will be divided into two parts. Part I: Theory. The method will be to study poetic texts side by side with didactic manuals, cases in law, letters, and philosophical treatises in order to determine differences between (and similarities among) poetic, legal, political and personal discourses. In short, we will examine the nature of the dialectic between texts and life. Theoretical texts will include: Foucault's Archeologie du Savoir, Jameson's The Political Unconscious, and Showalter's The New Feminist Criticism. Part II: Practice. We will focus on one period in French history and literature (1150-1300) and on one ideological question: the "cult of the lady" in courtly literature, and the lived experience of women in French society at that time. Was courtly love discourse the product of a changing attitude toward women, or the justification for further discrimination? We will read historical analyses by Nathalie Zemon Davis, Georges Duby, and Mikhail Bakhtin. We will study laws and legal cases concerning marriage, divorce, rape, adultery, and inheritance, from the COUTUMIERS of northern France. Chief literary texts will include selections from Marie de France, Chrétien de Troyes, the women troubadours, the Tristan romances, and selected pastourelles. Readings will be in French and in English; discussion will be in French or English depending on the composition of the class. Requirements: an oral presentation and a paper. (Gravdal)
442. Topics and Themes in French Literature. French
387, 388, 389, or the equivalent. (3). (HU). May be repeated for
Section 001 – Le Nouveau Monde et l'esthetique de la demesure. Lautreamont, Aime Cesaire, Saint-John Perse et Rene Depestre ont en commun de pouvoir se reclamer a la fois de la France (sur le plan de l'heritage culturel et litteraire) et du Nouveau Monde (de part leur naissance). Ce qui ne va pas sans heurts. Ceci expliquerait-il qu'il y ait chez eux une forte tendance a rechercher la demesure dans la production de leurs textes litteraires? Peut-on vraiment parler d'une esthetique de la demesure? Quelles en seraient les caracteristiques? Nous lirons aussi Paul Claudel afin de pouvoir mieux situer les quatre ecrivains de notre liste. (Ngate)
444. African/Caribbean Literature in French. A literature course in French, and a knowledge of French. (3). (HU). May be elected for a total of 6 credits.
Introduction to the works of representative poets, dramatists, novelists and essayists from Haiti, Martinique, Guadeloupe and French Guyana: Leon Damas, Aime Cesaire, Rene Maran, Maryse Conde, Bertene Juminer, Alante-Alima and Jacques Roumain will be on the reading list. The focus will be on the twentieth century and the thorny issue of the nature of the links both with the West and with Africa. Format: lectures and discussions, with an emphasis on active student participation. A series of short papers and the quality of students' contributions to class discussions will form the basis for assigning grades. (Ngate)
101. Elementary Italian. (4). (FL).
This course has as its primary objective the acquisition of a fundamental understanding of basic Italian grammar with emphasis as well on conversation. Text for the course is Lazzarino's Prego with workbook and lab manual; Italian 101 covers the first half of this text (Chapters 1-11). 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, and (4) weekly quizzes. Grading is based on quizzes, class participation, midterm or hour examinations, and a final examination. (Vitti-Alexander)
102. Elementary Italian. Italian 101 or equivalent. (4). (FL).
This course continues the presentation of the essentials of the Italian language and attempts to broaden student knowledge of Italian life and culture. Conversation in the language is also encouraged. The course covers the second half of Lazzarino's Prego (Chapters 12-22) with workbook and lab manual; a cultural reader 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 depending on the instructor: 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 or hourly examinations, and a final examination. (Vitti-Alexander)
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). (FL).
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. Compositions are required and are based upon reading or other topics of interest. Class discussions 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 or 230. (4). (FL).
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 brief review of grammar, and the elements of composition are stressed. Various genres of literature are read and discussed, and occasional short papers are required on these or other related topics. Occasional oral reports on various topics are also required. Grading is based on short papers, class participation, quizzes, a midterm, and a final examination.
380. Italian Cinema and Society. A knowledge of Italian is not required. (3). (HU).
A survey of Italy's greatest postwar films with special attention to issues and problems in Italian society as treated by major directors such as Fellini, DeSica, Rossellini, Antonioni, and others. Lectures on cultural background to individual films will introduce discussion of the following topics: national unification, fascism and World War II, post-war boom and crisis, the South and the Mafia, modern politics and ideology. Readings and lectures are supplemented by film viewings. No knowledge of Italian is required. (A. Vitti)
420. Topics and Themes in Modern Italian Literature.
One literature course (in any field); knowledge of
Italian is not required. (2). (HU). May be repeated for a total
of 6 credits.
Section 001 – Twentieth-Century Themes in Italian Fiction. The advent of psychoanalysis, the spread of the theory of relativity, the rise of Fascism and the two World Wars: these are events that serve as background for the development of Italian literature in the twentieth century, and become its indirect subject matter. Focusing primarily on the fiction and drama of the period, some attention will also be given to the major hermetic poets. Lectures and class discussions will be based on the works of Italo Svevo, Luigi Pirandello, Alberto Moravia, Ignazio Silone and Giuseppe Tomasi di Lampedusa, as outstanding representatives of the major literary directions traceable from the second decade of the century. Lectures, class discussion, short papers and exams. (Olken)
463. Italian Neo-realism. Italian 232 or equivalent. (3). (HU).
With their narratives of Elio Vittorini and Cesare Pavese, the literary, critical and spiritual masters in the creation of new prose models of the 1940's and 1950's in Italy, Neo-Realism began and flourished. Its various themes and exponents are the subject of this course, which will treat the form and structure, as well as the highly polemic orientation of the fiction of this period, and into the 1960's. Novels, novellas, and short stories by Corrado Alvaro, Vittorini, Pavese, Carlo Levi, Vasco Pratolini, and Italo Calvino will be presented. The format of the course includes lectures and class discussion . (Olken)
102. Elementary Portuguese. Portuguese 101. (4). (FL).
The text for the course is Ellison et al. Modern Portuguese. Portuguese 102 covers units eleven through twenty. Because of the nature of the text and accompanying tapes, 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. About one fourth of the classroom time is devoted to readings (each unit presents an aspect of Brazilian culture) and free discussion of topics raised by them. Homework consists of studying grammar, memorizing structures and verb forms, writing exercises ranging from meaningful sentences to compositions, and spending one or two hours a week in the lab working on pronunciation, listening comprehension, etc. (mostly reviewing the structural exercises and dialogues done in class). Grading will be based on one-hour quizzes given every other week, two oral exams, class participation and a final exam. Our language lab also makes available to our students tapes with Brazilian music, and video-taped TV news in Portuguese. A Brazilian newspaper (O Estado de Sao Paulo) is available in the Graduate Library and other reading materials are available at the instructor's office. A weekly "brown bag lunch" is held every Wednesday around noon in the Commons Lounge on the fourth floor of MLB. Students are not required to participate, but often enjoy doing so. Because of space limitations, Portuguese 102 is offered only in the Winter Term. (Musso)
232. Second-Year Portuguese. Portuguese 231 or the equivalent. (4). (FL).
Second Year Portuguese is designed to develop and enhance 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. The required texts at the moment are King and Suner, Para a Frente!, and selected short stories and other materials made available as hand-outs. There is no formal grammar review, and the readings include novels and/or plays. Because of staff limitations, Portuguese 232 is offered only in the Winter Term. (Musso)
480/French 480. Background of Modern French. A thorough reading knowledge of French. (3). (HU).
See French 480. (Leonard)
481/Spanish 481. Background of Modern Spanish. A thorough reading knowledge of Spanish. (3). (HU).
See Spanish 481. (Dworken)
102. Elementary Rumanian. Rumanian 101. (4). (FL).
This course continues the presentation of Romanian grammar, conversation in the language, exercises, readings in Romanian, translations from Romanian into English, and vice versa. This course is intended also, to improve the student's vocabulary, speaking, reading and listening and to inquire into the Romanian literature and culture. Daily oral class participation. Written examination will be given on approximately a monthly basis. (Rosu)
232. Second-Year Rumanian. Rumanian 231. (4). (FL).
This course is designed to enhance the student's reading, accurate pronunciation, writing and speaking of Romanian and increased facility in both conversation and oral comprehension. Brief review of grammar and Romanian history, literature, culture presentation, will be another purpose of this course, using audiovisual materials. Monthly speaking and reading tests, and a final examination. (Rosu)
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.
101. Elementary Spanish. No credit granted to those who have completed 100. (4). (FL).
For students with little or no previous study of Spanish, this course provides a basic introduction to Spanish grammar and vocabulary, with emphasis placed on developing functional, communicative language skills. Extensive practice in listening, speaking and reading Spanish. Grade based on three departmental evening exams, two oral exams, other quizzes and written work, daily oral 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 100 or 103. (4). (FL).
A continuation of Spanish 101; composition and reading skills given more practice. Grade based on three departmental evening exams, three oral exams, other quizzes and written assignments (including several compositions) and daily oral work. Open only to students who completed 101 at the University of Michigan.
Section 019: Permission of Comprehensive Studies Program (CSP). This CSP section is designed for native speakers of Spanish who have some degree of aural-oral fluency in the language but lack basic reading and writing skills. The class will meet five hours a week.
103. Review of Elementary Spanish. Assignment by placement test or permission of department. No credit granted to those who have completed 100 or 102. (4). (FL).
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. Transfer students should elect Spanish l02 if they have completed the equivalent of Spanish 101 elsewhere.
206. Conversation for Non-concentrators. Spanish
102 or the equivalent. Spanish 206 may be elected prior to Spanish
205. (1). (Excl). Offered mandatory credit/no credit.
Section 001. The purpose of this one credit hour course is to develop confidence in the use of the spoken language and to encourage development of listening comprehension and oral skills. Most of the course work is done in class, but outside readings which are later discussed in class are sometimes assigned. Often the class is divided into small groups which then pursue activities of special interest to the group. These classes meet two hours each week; grades are based solely on class performance. There is no standard text. One section of 206 is usually reserved for students who plan to participate in the Summer Study in Spain program. Class content and activities are designed to prepare students for the experience of living and studying abroad. This course cannot be used to satisfy Spanish concentration requirements.
230. Intensive Second-Year Spanish. Spanish 100 or the equivalent. No credit granted to those who have completed 112, 231, or 232. (8). (FL).
This course covers in one term the same material that Spanish 231 and 232 cover in two terms. Normally, only students with grades of "A" or "B" in first year Spanish (101, 102 or the equivalent) are encouraged to take this course. Students receive eight credit hours, and the class meets two hours per day, four days per week. Arrangements are frequently made for interested class members to meet during the noon hour for informal conversation in Spanish. The course is designed for students whose interest in Spanish goes beyond the level of merely satisfying the foreign language requirement.
231. Second-Year Spanish. Spanish 100, 102, or 103, or the equivalent; or assignment by placement test. No credit granted to those who have completed 112 or 230. (4). (FL).
This course is designed to review the fundamentals of Spanish grammar; to build vocabulary; to improve the speaking, listening, reading, and writing skills of students; and to provide some insight into the literature, history, and culture of Spanish-speaking peoples. Course grade based on two exams and a series of quizzes designed to assess ability to read, write and understand Spanish plus periodic written work (including compositions), 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 230 or 112. (4). (FL).
Section 001. 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, outlooks, and habits of Spanish-speaking peoples. Course grade is based on two oral exams, a series of quizzes designed to assess ability to read, write and understand 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.
112. Second Special Reading Course. Spanish 111 or the equivalent. No credit granted to those who have completed 230, 231, or 232. (4). (Excl).
This course is a continuation of Spanish 111. Students continue to review the basics of Spanish grammar and build vocabulary for the purpose of reading comprehension. In Spanish 112, more attention is given to reading in the particular area of interest of the individual students enrolled in the course. Spanish 111 is not a prerequisite to 112, but is encouraged. (Dvorak)
306. Practical Spanish. Spanish 232 or the equivalent. Spanish 306 may be elected prior to Spanish 305. (1). (Excl). Offered mandatory credit/no credit.
The purposes of this course are (1) to apply Spanish to real-life situations and (2) to acquire the linguistic habits (phonological, morphological, and syntactical) necessary for mastery of conversational Spanish. While the instructor serves as the leader in determining classroom activities, the class is often divided into small groups of three or four students. Students share their knowledge with one another, and more advanced students help to maintain the continuity of the course as well as to encourage and to motivate less proficient class members. The class meets two hours each week, and the course grade is based primarily on class work. There is no standardized text. The course cannot be used to satisfy Spanish concentration requirements.
361. Introductory Composition and Conversation. Spanish 232 or the equivalent. No credit granted to those who have completed 360. (3). (Excl).
Spanish 361 is intended to improve the student's written and spoken Spanish. A variety of instructional methods are used depending on the instructor: translations, presentations, readings in Spanish (short stories, plays, newspaper and magazine articles, etc.). Compositions of at least two pages will be assigned weekly. Class discussions are based on topics selected by the instructor and by the students. Brief presentations by individual students are occasionally required. Classes are taught in Spanish exclusively. The final grade is based on compositions, exams and participation in discussion and other class projects. (Sections 001, 002 and 003 – Munoz; Section 004 – Fraker)
362. Introductory Composition and Conversation. Spanish 361. No credit granted to those who have completed 360. (3). (Excl).
Spanish 362 is intended to improve the student's written and spoken Spanish. A variety of instructional methods are used depending on the instructor: translations, presentations, readings in Spanish (short stories, plays, newspaper and magazine articles, etc.). Compositions of at least two pages will be assigned weekly. Class discussions are based on topics selected by the instructor and by the students. Brief presentations by individual students are occasionally required. Classes are taught in Spanish exclusively. The final grade is based on compositions, exams and participation in discussion and other class projects. (Section 001 – Anderson; Section 002 – Vaquero; Section 003 – Wolfe)
454. Spanish Grammar for Teachers. Spanish 361 and 362. (3). (Excl).
This course has two purposes. First, to give the student a clearer understanding of specific aspects of Spanish grammar which generally cause learning problems for speakers of English. A general comparison between Spanish and English is made. Second, to evaluate the importance of grammatical explanation and practice in the foreign language classroom, within the context of current theories of language learning. The course includes a brief overview of a variety of approaches to language teaching, and aims to help students develop a critical awareness of the underlying assumptions of each. Course requirements include a midterm examination, a final examination and one short paper. (Dvorak)
481/Rom. Ling. 481. Background of Modern Spanish. A thorough reading knowledge of Spanish. (3). (HU).
This lecture course surveys the historical, social, and literary background against which the Spoken Latin of the Iberian Peninsula evolved into Spanish. The emphasis is on the external rather than the internal history (historical grammar) of the Spanish. The topics treated include the influence on the development of Spanish of such diverse languages as Basque, Gothic, Arabic, French, Italian and English. Although the course is taught in English, the ability to read Spanish with ease is essential. There will be a midterm, a final exam, and a written report. English or Spanish can be used for the exams and report. (Dworkin)
331. Spanish and Latin American Literature in Translation. Open to students at all levels. A knowledge of Spanish is not required. May not be included in a concentration plan in Spanish (or teaching certificate major or minor). (3). (HU).
This course for the Winter Term will address twentieth-century Latin American prose writing: novel, novelette, short story and non-fictional essay. The course will be organized around the interrelated ideas of "reality and identity," as exemplified in the works of Jorge Luis Borges (Argentina), Alejo Carpentier (Cuba), Carlos Fuentes (Mexico), Julio Cortazar (Argentina), Gabriel Garcia Marquez (Colombia), among others. Various views and versions of reality (philosophical, continental, national) and of identity (national, personal) will be considered and analyzed, and hence matters discussed will range from epistemology to patriotism. No specific background is required, although familiarity with the literary world would be helpful. The course is not part of a departmental sequence. It can, though, be taken for the Latin American Studies concentration, and should be of interest to students in a variety of other related disciplines. The method of teaching will be by lectures, oral presentations and discussions, the precise format depending on the number of students enrolled. Evaluations will be based on class participation and on three papers. (Anderson)
373. Topics in Spanish Literature. Spanish
232. (3). (HU). May be repeated for credit.
Section 001 – The vision of Woman on the Spanish Literature. By reading and commenting on some Spanish texts of different ages, we will arrive at the comprehension of the role played by woman in Spain: from the matriarchy of the Libro de Apolonio, passing by the Refraneros and Cancioneros, to the feminism in the late XIX and XX Centuries. Course will be taught in Spanish. Evaluations will be based on one student research paper directed by the teacher; three exams (Middle Ages, Renaissance and Baroque, and Modern and Contemporary). (Lopez-Grigera)
382. Introduction to Latin American Literature. Spanish 232 or the equivalent. (3). (HU).
Covers the main Spanish American contemporary authors in poetry, narrative, theatre and essay (Jorge Luis Borges, Julio Cortazar, Gabriel Garcia Marquez; Vicente Huidobro, Pablo Neruda, Cesar Vallejo; Rodolfo Usigli, Octavio Paz). The concentration is on reading a selection of literary texts. Lecture and discussion will be the format of the course. Conducted in Spanish. The student's performance will be evaluated through grades obtained in: (a) reports (b) midterm exam, and (c) final examination. There will be a course pack available at the beginning of the term. (Goic)
432. Spanish and Latin American Literature in Translation. Open to students at all levels. A knowledge of Spanish is not required. May not be included in a concentration plan in Spanish (or teaching certificate major or minor). (3). (HU).
Spanish literature has made an enduring contribution to world literature with the realistic novel, which takes its departure from Cervantes' Don Quijote, and the picaresque novel. Spain has participated with distinction in the great nineteenth century development of the long prose narrative, as well as in the experimentation that marks twentieth century fiction. This course will examine outstanding examples of the novel in Spanish literature, beginning with the famous Lazarillo de Tormes, the sixteenth-century forerunner of the picaresque; it will include some of Cervantes' "Exemplary novels," as well as several more recent examples in order to provide a trajectory of this flourishing genre in Spain. All readings are in English, and the course is directed primarily at students interested in Spanish culture and in reading and understanding good literature. Some quizzes, hour and final examinations, and the requisite number of papers comprise the course exercises. (Hafter)
467. Spanish Literature of the Eighteenth Century. Spanish 361 and three courses chosen from among Spanish 371-378. (3). (HU).
The course presents the intellectual and literary awakening of Spain in the first century under the Bourbons. Lectures and class discussions will focus on such issues as the rise of a critical spirit in a country deeply sensitive to its decline and intensely suspicious of foreign thought; the attempts to define the national culture in conservative or progressive terms, and to create a literature in accord with those tendencies; Neoclassicism as art and problem; the development of sensibility, and early Romantic stirrings. Authors to be studied include Feijoo, Forner, Huarte, Jovellanos, Ramon de la Cruz, Cadalso and Moratin. Hour and final examinations, term paper, and an occasional class exercise. (Hafter)
468. Spanish Literature of the Fifteenth Century. Spanish 361 and three courses chosen from among Spanish 371-388. (3). (HU).
The course is designed as an introduction to literary works from Spain in the fifteenth century. Readings will be selected from novelized chronicles, Arthurian and sentimental romances, and courtly, clerical and popular poetry. The discussions will center around themes, motifs, moral concerns, political and broad cultural background as well as formal aspects of the works. Two ten to fifteen page papers will be expected, as well as two oral reports and one final exam. Lectures will be given in Spanish, discussions in Spanish and English. (Vaquero)
482. The Spanish Picaresque Novel. Spanish 361 and three courses chosen from among Spanish 371-388. (3). (HU).
The Spanish Picaresque Novel was, during the sixteenth century in Europe, one of the most interesting renovations of the narrative. The course will concentrate on Lazarillo de Tormes, Guzman de Alfarache, and three Novelas ejemplares de Cervantes. We will also study the technical evolution of the Spanish narrative forms during the Golden Age. The students will write three papers and give some oral expositions in the classroom. There will be two exams during the term. The course will be taught in Spanish. (Lopez-Grigera)
487. Latin American Poetry of the Twentieth Century. Spanish 361 and three courses chosen from among Spanish 371-388. (3). (HU).
Este curso tiene por fin principal la lectura de una serie importante de poemas de los mas destacadas poetas hispanoamericanos contmporaneos. Entre otros, se leera a Vicente Huidobro, Cesar Vallejo, Pablo Neruda, Jorge Luis Borges, Octavio Paz. Los poemas seran estudiados y analizados dando relieve a sus rasgos propios y estableciendo su relacion con el contexto teorico explicito de los autores y de las tendencias de la poesia hispanoamericana contemporanea. El metodo del curso sera de leccion magistral y discusion. Los estudiantes tendran actividades que incluiran lectura, exposicion oral, pequenos trabajos escritos y un trabajo final. El curso se dicta en espanol. Habra una seleccion de textos (Course pack) disponsible al inicio del semestre. (Goic)
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